Indian Education System–II

UNIT 2 INDIAN EDUCATION SYSTEM – II

Notes
STRUCTURE
2.0 Introduction
2.1 Learning Objectives
2.2 Recommendations of Education Commissions / Committees in post
independent India
2.2.1 Radhakrishnan Commission (1948-49)
2.2.2 Mudaliyar Commission (1952)
2.2.3 National Committee on Women’s Education,1958: Durgabai
Deshmukh Committee
2.2.4 Kothari Commission (1964-66)
2.2.5 Yashpal Committee (1992)
2.3 National Policies on Education (NPEs)
2.3.1 NPE-1968
2.3.2 NPE-1986
2.3.3 Concerns of Elementary Education
2.4 Structure of Elementary Education of Eight Years.
2.5 School Curriculum Framework
2.5.1 National Curriculum Framework (NCF), 2005
2.5.2 Implications for Elementary School Curriculum
2.6 Let Us Sum Up
2.7 Suggested Readings & References
2.8 Unit-End Exercises

2.0 INTRODUCTION
In the first Unit we have studied the concept and practices of education in ancient
India, as well as, the concept, characteristics and responsibilities of Guru, the
teacher. We have also seen the evolution of education in pre-independent India.
After independence, the first priority of the free nation was to design education
system suitable for the needs of the free country. The constitution of India came
into force w. e. f. 26th January, 1950. The constitutional provisions in like Article

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45, provided “It shall be the responsibility of the State (Govt.) to provide free
and compulsory education to all the children till they attain 14 years of age within
Notes 10 years of coming into force of the constitution.”
In this unit you will come across various commissions and committees, appointed
by the Government of India to consider different aspects of education and make
recommendations for improving educational facilities and to establish effective
education system in the country. The main of them are as shown in Figure 2.1,
given below.

Figure 2.1 Major Education Commissions with reference to

Elementary Education in post-independent India

You will find that the recommendations of these commissions and committees
have direct bearing on the policies, structure and development of Indian education
system in the modern period. This evolution of Indian education, particularly
elementary education is reviewed in this unit.
From time to time, Government of India reviewed the position of Education,
particularly elementary education (viz. in 1968, 1986 and in 1992-the latest is
NCF 2005) and formulated policies regarding education. These policies had
salutary effect on the process of propagating elementary education. We will review
these policies also, in this unit.

2.1 LEARNING OBJECTIVES

After going through this unit, you will be able to:
• analyze the historical significance of the various Education Commissions;
• explain the unique nature of the recommendations of Kothari Commission;
• examine the programs recommended by different Commissions for their
efficacy;
• state and explain the salient features of the present educational policy,

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• examine the various goals of education set by different policies for their
relevance;
• explain the contribution of national education policies and their impact on Notes
UEE,
• evaluate the National Curriculum Framework (NCF) of 2005;
• explain the implications of NCF 2005 and make suggestions for plan of
action, and
• critically examine the structure of elementary education of eight years (5
years primary and 3 years of upper primary).

2.2 RECOMMENDATIONS OF EDUCATION

COMMISSIONS / COMMITTEES IN POST
INDEPENDENT INDIA
There are a number of commissions and committees which addressed themselves
to the development of education at different stages, in this country. Some of
them which had a bearing on elementary education are the following:
1. Radhakrishnan Commission (1948-49)
2. Mudaliyar Commission (1952)
3. National Committee on Women’s Education (1958)
4. Kothari Commission (1964-66)
5. Yashpal Committee (1992)

2.2.1 Radhakrishanan Commission (1948-1949)

University Education Commission was appointed by Government of India in
1948 under the Chairmanship of Dr. S. Radhakrishnan, to look into the problems
of university education. This was done, considering the need of young leadership
in different fields for the national development, and it was expected that this
leadership will come from the educated youngsters.
The Radhakrishnan Commission made significant recommendations regarding
the necessary and desirable changes in the aims and objectives of university
education and research; in the constitution, control, functions and jurisdiction of
universities; their relations with Central and State Govts ; Finance; maintenance
of standards of admissions, teaching, examinations, courses of study, duration of
courses, unfair discriminations; the medium of instruction, the provision for
advanced study in Indian culture, history, literatures, languages, philosophy ,
fine arts etc. To coordinate higher education in the country, the establishment of

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the University Grants Commission was recommended by the Commission which

was established immediately, thereafter. These recommendations were accepted,
Notes implemented which gave direction to higher education in the country.
Though they did not have direct bearing on the elementary education, these
recommendations did have impact on the philosophy and the decision making
process regarding elementary education as foundation stage for the preparation
for secondary and higher education.

2.2.2 Mudaliar Commission (1952-53)

The Secondary Education Commission was appointed by the Government of India
in 1952 under the chairmanship of Dr. A. Lakshmanaswami Mudaliar, to examine
the prevailing system of secondary education in the country and to suggest
measures for its reorganization and improvement with reference to the aims,
organization and content of secondary education, its relationship to primary and
higher education and the interrelation of secondary schools of different types,
etc.
Mudaliyar Commission analyzed the problems of teachers and teacher training
programs also, and recommended that there should be two types of institutions
for teacher-training:
(i) Primary Teacher Training Institutions under the control of a separate board
- to train those who have passed the School Leaving Certificate or
Higher Secondary School Leaving Certificate for the period of two years;
and
(ii) Secondary Teacher Training Institutions to be recognized by and affiliated
to universities to train the graduates for the period of one academic year -
planned to be extended to two academic years.
Teacher-trainees were expected to receive training in one or more of various
extra-curricular activities. Training colleges were expected to, as a normal part
of their work, arrange refresher courses, short intensive courses in special subjects,
practical training through workshops and professional conferences.
It was also expected that the training college will conduct research work in various
important aspects of pedagogy and for this purpose will have an experimental
school. The commission strongly recommended free training with residential
facilities.
These recommendations had far reaching facilitating effects on the teachers
training, especially for the teachers in service, coming for training.

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2.2.3 National Committee on Women’s Education, 1958

(Durgabai Deshmukh Committee)
Notes
The problems of education of girls and women, almost half of the population in
the country, became a priority after independence. But as you know, traditionally,
low priority is given to girl education in Indian society. The Educational Panel of
the Planning Commission, in July 1957, recommended that “a suitable Committee
should be appointed to go into the various aspects of the question relating to the
nature of education for girls at the elementary, secondary and adult stages and to
examine whether the present system was helping them to lead a happier and
more useful life”. The Conference of the State Education Ministers in 1957 also
suggested that a special committee should be appointed to examine the whole
question of women’s education.
Accordingly, the National Committee on Women’s Education was set up by the
Government in May 1958, with Shrimati Durgabai Deshmukh as its Chairperson.
The Committee, in its report published in 1959, recommended that the highest
priority should be given to establishing parity between the education of boys and
girls, and a bold and determined effort should be made by the Centre and the
States to face the difficulties and magnitude of the problem. It recommended co-
education up to the middle school stage but separate institutions for girls at the
high school stage, where more diversified curriculum suited to girls, should be
introduced. The Committee desired that adequate provision be made for mothers,
crèches, training of women teachers and employment facilities be made for adult
women.
Accordingly, many provisions in the policies and practices were made to
encourage the education of girl child and the women teachers, particularly at the
elementary stage.

2.2.4 Kothari Commission (1964-66)

Despite the recommendations of numerous committees and commissions, and
the continuous efforts being made to bring about the changes in education, Govt.
of India was not very happy with the progress of education in the country. It was
felt necessary to have a comprehensive policy of education covering all the sectors
of education. Hence, the Education Commission was set up by the Government
of India in 1964 under the chairmanship of Dr. D.S. Kothari, to advise the
Government on the national pattern of education and on the general principles
and policies for the development of education at all stages and in all aspects.
The Commission set twelve Task Forces for different educational sectors like
School Education; Higher Education; Technical Education; Agricultural Education
etc. and seven Working Groups to study, in detail, many of specific problems
and to report. The Reports of the Task Forces and the Working Groups enabled
the Commission to examine some of the important issues in depth and in detail.

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The Commission perceived education as the major tool of social reconstruction

and making people aware about their partnership with government in nation
Notes building and development. The Commission wanted people to participate in
national development. This is the base of the report of Kothari Commission.
Following are some of the major goals for education as visualized by the
Commission and the recommendations to achieve them:
1) Education for increasing productivity:
a) Make science a basic component of education and culture.
b) Introducing S.U.P.W. as an integral part of general education.
c) Vocationalising education to meet the needs of the industry of
agriculture.
d) Improving scientific and technological research and education in
universities
2) Education for accelerating process of modernization:
a) Adopting new methods of teaching
b) Development of attitudes, values and essential skills like Self study.
c) Educating people of all strata of society.
d) Emphasizing teaching of vocational subjects and science.
e) Establishing universities of excellence in the country.
3) Educating for promoting social and national integration:
a) Introducing common school system of public education.
b) Developing all modern Indian languages.
c) Taking steps to enrich Hindi as quickly as possible.
d) Encouraging and enabling students to participate in community living.
4) Education for inculcation of national values:
a) Introducing moral, social and spiritual values.
b) Providing syllabus giving information about religions of the world.
c) Encouraging students to meet in groups for silent meditation.
d) Presenting before students high ideas of social justice and social service.

Kothari Commission Report is a learned critique of Indian education, and even

today, after half a century of years, is still regarded as the most in-depth study of
primary and secondary education in Indian history.

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The commission advocated a common school system (CSS), providing free

education to all, without discrimination on the basis of caste, creed or status. The
Kothari Commission also suggested some essential measures to implement CSS Notes
effectively, such as:

• increased national outlay for elementary education to build required

infrastructure to
provide quality education, thereby transforming government, local and aided
schools into genuine neighborhood schools,

• free instruction for all in the mother tongue at the primary level , in regional
languages at the secondary level, and discontinuance of state aid to schools
imparting education other than in the medium of mother tongue/ regional
language,

• phased implementation of the common school system within a ten year time
frame, and essential minimum legislation, particularly to dispense with early
selection processes, tuition fees, capitation fees etc. quality teacher education
through
- content course for clarification of basic concepts
- integrated course of general / professional education
- refreshing professional studies and conducting research
- effective methods of teaching and evaluation
- practice teaching as a part of internship programme, and
- Revising the teacher education suitable for all stages of education.
For last more than 50 years, this country is trying its best to design such a system
of education with some success. But the process is very slow.

2.2.5 Yashpal Committee (1992)

Much later, in 1992, National Advisory Committee was set up by the Government
of India under the chairmanship of Prof. Yashpal to suggest ways and means to
reduce academic burden on school children. After studying the problem of
curriculum load in detail, Yashpal Committee came to the conclusion that the
problem of the load on school children does not arise only from faulty curriculum
design, or poorly equipped teachers, or school administrators or text books but
from our valuing qualifications more than real competence for doing useful things.
It is connected with the notions of ‘knowledge explosion’ and the’ catching up’
syndrome.
The Committee felt that the process of curriculum-framing and preparation of
textbooks has to be decentralized to increase involvement of teachers, educators

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and experts in these tasks with greater autonomy. Scientists and experts in various
disciplines can be associated with the preparation of textbooks as consultants,
Notes and not as writers of the books.
The committee discouraged the competitions, rewarding individual achievement-
since they deprive children of joyful learning- and encouraged collaboration,
group activities and group achievements to give a boost to cooperative learning
in schools. The Committee did not want any tests and interviews for admission
to early childhood education institutions.
The Committee strongly felt that the young children should not be compelled to
carry very heavy bags of books everyday to schools. Textbooks should be treated
as school property and thus, there should be no need for children to purchase the
books individually and carry them daily to homes. The committee was of the
opinion that in the primary classes, children should not be burdened with
homework excepting for extension of explorations in the home environment. In
the upper primary and secondary classes, homework, where necessary, should be
non-textual, and textbooks, when needed for work at home, should be made
available on a rotation basis.
The concept based curriculum and text books for all subjects in primary classes
is suggested by the committee. The committee has made observations regarding
the syllabi and textbooks for all the subjects in primary classes. The committee
observed that Language textbooks should adequately reflect the spoken idiom
and give adequate representation to children’s life experiences, imaginary stories
and poems, and stories reflecting the lives of ordinary people in different parts of
the country. Science should provide for experimentation and analytical reflection
on real-life situations. Besides imparting knowledge of history and geography,
the Social Sciences curriculum should convey the philosophy and methodology
of the functions of our socio-political and economic systems to enable the students
to analyze understand and reflect on the problems and the priorities of socio-
economic development. The History syllabus for classes VI-VIII should focus
on the freedom struggle and post-independence developments. The contents of
Civics be replaced by contemporary studies. The study of Geography be related
to contemporary reality.
The Yashpal Committee wanted stringent norms for granting recognition to private
schools for improving the quality of learning. The committee appreciated the
idea of setting up education committees at village, block and district level to
undertake planning and supervision of schools under their jurisdiction.
Yashpal Committee suggested the following quality criteria for Primary
Education–
1) Rank attained in school grading,
2) Participation of the society,

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3) Percentage of attendance
4) Quality standard of education could be determined on the basis of the criteria
Notes
which include:
Preparation of Teachers, Method of teaching, Usage of Educational material,
Action and participation of the students, Achievement of students in school tests,
Class Management, Proceeding of Teaching, Arts, Work experience and Physical
Education, Study of environment, Surrounding, Activities to give students various
experiences and opportunities etc.
The Yashpal Committee desired a rigorous, thorough and intensive teacher
preparation programme, resulting in satisfactory quality of learning in schools
and enabling the trainee teachers to acquire the ability for self learning and
independent thinking. The duration of the programme recommended was one
year after graduation or three-four years after higher secondary. The content of
the programme should be restructured to ensure its relevance to the changing
needs of school education and to make it more practicum-centered. The
continuing education of teachers must be institutionalized through a systematically
designed and imaginatively conducted in service program.
These recommendations had far reaching impact on the decisions regarding
educational policies. Several new practices were introduced. These
recommendations were particularly significant for the elementary education.

2.3 NATIONAL POLICIES ON EDUCATION (NPE)

You will see that after independence, problem of educational reconstruction was
reviewed by several commissions and committees, to promote education amongst
Indian populace. Based on the reports and recommendations of these commissions
and committees, the National Policies of Education (NPE) were formulated from
time to time, and implemented. These policies considered education at all levels,
particularly at elementary level, in both rural and urban India, as it was a major
concern of the country.

2.3.1 National Policy of Education (NPE) 1968

The first NEP was based on the recommendations of the Education Commission
(1964–1966). It was promulgated in 1968 and required a “radical restructuring”
and equalizing educational opportunities in order to achieve national integration
and greater cultural and economic development. The policy set the path of
educational development and aimed at fulfilling the cherished goal of compulsory
education for all children up to the age of 14, as stipulated by the Constitution of
India, and the better training and qualifications of the teachers. The basic tenets
of the policy included:

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1. Free and Compulsory Education

Notes Making serious efforts to provide free and compulsory education for all children
up to the age of 14, and to reduce the prevailing wastage and stagnation in schools,
as well as, to ensure that every child who is enrolled in school successfully
completes the prescribed course.
2. Status, Emoluments and Education of Teachers
According teachers an honored place in society and protecting their academic
freedom, ensuring adequate and satisfactory emoluments and satisfactory service
conditions, and emphasizing teacher education, particularly in-service teacher
education.
3. Development of languages
Development of regional languages, to implement effectively, the three-language
formula at the secondary stage.
4. Equalization of Educational Opportunity
Equalizing educational opportunity, to promote social cohesion and national
integration by correcting regional imbalances, by admitting students on the basis
of merit in all schools like public schools, and by protecting interests of socially
deprived sections.
5. Spread of Literacy and Adult Education
Liquidating mass illiteracy and providing continuing education for functional
literacy among employees in commercial and industrial establishments. Such
linkage is necessary to make technical and vocational education at the secondary
stage, effectively terminal.
6. Production of Books
Producing high quality books for children – low cost textbooks for schools and
universities.
7. Games and Sports
Developing games and sports at large scale, with the object of improving the
physical fitness and sportsmanship of the students
8. Part-time Education and Correspondence Courses
Developing part time education and correspondence courses, of the same status
as full-time courses, on a large scale for the university and school students, teachers
and workers.
Education in the country was dictated by this policy for almost two decades,

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making slow but steady progress and beginning of many innovative programs
and practices. It was reviewed in the context of national integration.
Notes
2.3.2 National Policy of Education (NPE)--1986
This policy is characterized by emphasis on national integration and ten core
elements of curriculum. National System of Education is visualized here, as based
on a national curricular framework, which contains a common core, along with
other components that are flexible. The common core include the history of India’s
freedom movement, the constitutional obligations and other content, essential
to nurture national identity. These elements cut across subject areas and are
designed to promote values such as India’s common cultural heritage,
egalitarianism, democracy and secularism, equality of sexes, protection of
environment, removal of social barriers, and observance of small family norms
and inculcation of scientific temper.
All educational programmes were proposed to be carried out, in strict conformity
with secular values. To promote equality, it was necessary to provide for equal
opportunity for all, not only in access, but also in the conditions of success.
Besides, awareness of the inherent equality of all was expected to be created
through the core curriculum. The purpose was to remove prejudices and complexes
transmitted through the social environment and the accident of birth.
The salient features of this policy include:
1. Common educational structure
2. National curricular framework with ten common core elements
3. Equal educational opportunities for all
4. Promotion of adult education.
5. Use of scientific and technological developments in education
6. Operation Black Board for UEE.
7. Minimum levels of learning
8. Pace setting Navodaya Vidyalayas.
9. Vocationalisation of education.
10. Raising the status of the teacher.
11. Creating awareness about social, economic, cultural and environmental issues
12. Accountability in education.
These policies provided a strong base for UEE and many of the programs initiated
which were of the national importance. This policy was further modified soon,
in 1992, to reset the higher goals to achieve.

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2.3.3 Concerns of Elementary Education

Notes The various concerns regarding educational issues, particularly concerns about
elementary education gleaned out from the recommendations of the commissions
and the national policies include:
• Low enrollment- Overall enrollment in primary schools was found very
low. Most of the ‘out of the school children don’t go to school because of
distance and lack of physical facilities etc.
• High dropout rate - The children leave school for variety of reasons, mostly,
to work and earn money. A large percent of the dropouts are girls, forced by
their parents to leave school and tend the family at home.
• Children living in rural areas continue to be deprived of a quality education
due to their under qualified, untrained teachers. In recent years the number
of qualified teachers has increased because of efforts by the government
and private groups to improve the professional training of rural teachers.
• Obtaining more teachers for rural schools is difficult because of state
guidelines that approve of high student-teacher ratios.
• Poor quality of instruction resulting in unsatisfactory quality of ‘successful’
students. Lack of instructional facilities and practices that build a stronger
school program
• Strengthening of leadership and supervision in pre-primary and elementary
schools by professional training and re-training of large number of personnel
e.g. Teachers, Head Masters and Supervisors etc.
• Substituting current examination system by alternatives like CCE
• Inequality - Gender disparity, Urban-Rural disparity, regional disparity
• Building positive mindset of teachers towards ICT

2.4 STRUCTURE OF ELEMENTARY EDUCATION

OF 8 YEARS
The Educational Structure
It was thought advantageous to have a broadly uniform educational structure in
all parts of the country. The ultimate objective is to adopt the 10+2+3 pattern, the
higher secondary stage of two years being located in schools, colleges or both
according to local conditions.
National System of Education envisages a common educational structure in the
pattern of 10+2+3 as suggested by Kothari Commission. This uniform structure
of school education has been adopted all over the country. However, within the
states, there remained variations in the number of classes constituting the Primary,

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Upper Primary, High and Higher Secondary school stages, age for admission to
class I, medium of instruction, public examinations, teaching of Hindi and English,
number of working days in a year, academic session, vacation periods, fee Notes
structure, compulsory education etc. The primary and upper primary or middle
stages together constitute the elementary stage. The further break-up of the first
10 years was, elementary system comprising 5 years of primary education and 3
years of upper primary, followed by 2 years of High School. Following table
shows the division of schooling in most of the states:
Table 2.1
Structure of School Education System in India
Stages of Pre- Lower Upper Secondary Higher
Schooling Primary Primary Primary Secondary
Grades Nursery, 1 to 5 6 to 8 9 and 10 11 and 12
LKG/KG
Length of 3 years 5 years 3 years 2 years 2 years
program
Age level Entry at
3 to 6 6 to 11 11 to 14 14 to 16 16 to 18
years years years years years

Pre-Primary: In the broad structure of Indian education, Pre-primary education

forms the basis of learning. It is divided into Nursery, Lower Kindergarten (LKG)
and Upper Kindergarten (UKG). At this stage student is acquainted with formal
school life and reading and writing skills. It consists of children of 3-5 years of
age.
Lower Primary: A child enters class one of primary school after finishing Upper
Kindergarten or directly. In the lower primary level, students get an idea of the
different subjects. The primary school curriculum emphasizes general education
and covers basic subjects such as reading, writing and arithmetic, supplemented
by History, Civics and Geography as well as Environmental Science. The children
of the age group of 6-11 years study at this stage in the classes I- V in most of the
states. However in some of the states this stage consists of classes of I-IV. The
language of instruction at the lower primary level is generally the mother tongue,
either Hindi or a regional language.
Upper Primary: It consists of children studying in classes from sixth to eighth.
From upper primary, other languages such as English and/or Hindi (if Hindi is
not the mother tongue) are introduced. English is introduced in Standard V,
onwards.

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2.5 SCHOOL CURRICULUM FRAMEWORK

Notes
Any National Education System is based on the common curriculum framework
designed keeping in view the national needs and requirements. In India also,
keeping different policies in mind, national curriculum framework was designed
from time to time and implemented all over the country. Such frame work was
then reviewed for its achievement in terms of national goals. We will review the
latest National Curriculum Framework being implemented, currently.

2.5.1 The National Curriculum Framework (NCF 2005)

NPE 1986,92 proposed a national framework for curriculum as a means of
evolving a national system of education “The NPE – Programme of Action(PoA)
envisaged a child-centered approach to promote universal enrolment and universal
retention of children up to 14 years of age and substantial improvement in the
quality of education in the school” (PoA, P. 77). National Curriculum Framework
was envisioned as a means of modernizing the system of education .National
Curriculum Framework 2005 reviews and refers to the recommendations of the
Mudaliar Commission and Kothari Commission and reviews development of
Curriculum Framework of 1975, 1988 and 2000. It heavily draws from the report
entitled Learning without Burden (1993) and National Policy on Education 1986,
examining the problems of curriculum overload.
After considering all these policies and the recommendations of Yashpal
Committee, a new revised restructured national curriculum framework was
prepared in 2005 and is being implemented at present in the entire country. The
NCF 2005 examines the curriculum load on children in depth and provides a
framework within which teachers are free to choose and provide the learning
experiences that they think are useful for better learning. It envisages that in
order to realize educational objectives, the curriculum functions as a structure
that helps in providing required experiences. Media and educational technologies
can provide effective modes for curriculum transaction. The children also must
understand how to learn and construct their own knowledge so that learning
becomes wholesome, creative and enjoyable.
The salient features of the revised NCF are as follows:

Guiding Principles
The NCF attempted to implement many of the good ideas that have been
articulated in the past by various commissions to make it an inclusive and
meaningful experience for children. The NCF is based on four guiding principles
for curriculum development: (a) connecting knowledge to life outside the school,
(b) ensuring that learning shifts away from rote methods, (c) enriching the

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curriculum so that it goes beyond textbooks, and (d) making examinations more
flexible.
Notes
The NCF 2005 is critical of the perception about the child as a passive receiver
of knowledge and emphasizes that the child can be made an active participant in
the construction of knowledge by encouraging children to ask questions, relate
what they are learning in school to things happening outside, encouraging them
to answer from their own experiences and in their own words rather than by
memorizing.
It points out that interaction with peers, teachers and older and younger people,
can open up many rich learning possibilities. Learning tasks and experiences,
therefore, need to be designed to ensure that children seek out knowledge from
sites other than the textbooks—from their own experiences, from experiences at
home, community, from the library. The approach to planning lessons must
therefore move away from the ‘Herbartian’ lesson plan to ‘Constructivist
pedagogy’, planning activities that challenge children to think and try out what
they are learning.
It recommends significant changes in learning Languages, Math, Natural Science
and Social Sciences, making education more relevant to the present day and
future needs of children. In Language, it emphasizes on implementing the three-
language formula with emphasis on mother tongue as the medium of instruction.
It focuses on language as an integral part of every subject, since reading, writing,
listening and speech contribute to a child’s progress in all curricular areas, and
therefore constitute the basic of learning.
English, Mathematics and Science are found to be the three core subjects in
which a large number of students, nearly 50% fail. This is perhaps the biggest
limitation of the elementary education system. The National Curriculum
Framework (NCF) addresses this issue. The Focus Group on “Teaching of
Science” emphasized on experiment based learning in school science curriculum.
Improving school libraries, laboratories and workshops is required to promote
culture of experiment based learning while reducing the importance of external
examinations. A need was also felt to have computer–interfaced experiments
and projects utilizing database from public domain.
Mathematics learning should help in enhancing the child’s ability to think and
reason, visualize and handle abstractions and formulate and solve problems. The
teaching of Science should be recast to enable children to examine and analyze
every day experiences. Environment Education should become part of every
subject. It also recommends a paradigm shift to study Social Sciences from the
perspective of marginalized groups. It recommends gender justice and sensitivity
to tribal and dalit issues and minority sensibilities.
The document draws attention to Work and Education. Work should be recognized

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as a creation of new forms of knowledge and value addition, necessary for

democratic order. Work education must link up with heritage crafts, especially
Notes in craft zones which need to be mapped, so that this important source of cultural
and economic wealth can be properly harnessed through linkage with education.
It also discusses curriculum sites and learning resources, including texts and
books, libraries, education technology, tools and laboratories, etc. It emphasizes
on the need for plurality of material, as also the need for teacher autonomy and
professional independence. It also covers issues of academic planning and
leadership at school level to improve and monitor quality.
The review of the National Curriculum Framework, 2000 was initiated specifically
to address the problem of curriculum load on children. Yashpal Committee had
analyzed this problem, tracing its roots to the system’s tendency to treat
information as knowledge. In its report, “Learning without Burden”, the committee
pointed out that learning at school cannot become a joyful experience unless we
change our perception of the child as a receiver of knowledge and move beyond
the convention of using textbooks as the basis for examination. The impulse to
teach everything arises from lack of faith in children’s own creative instinct and
their capacity to construct knowledge out of their experience.
“Learning without Burden” recommended a major change in the design of syllabi
and textbooks. To make teaching a means of harnessing the child’s creative nature,
the report recommended a fundamental change in the matter of organizing the
school curriculum, and also in the system of examination.

Critical Pedagogy
The children are critical observers of their own conditions and needs, and should
be participants in discussions and problem solving related to their education and
future opportunities. Hence, children need to be aware that their experiences and
perceptions are important and should be encouraged to develop the mental skills
needed to think and reason independently and have the courage to dissent.
Participatory learning and teaching, emotion and experience, need to have a
definite and valued place in the classroom. True participation starts from the
experiences of both students and teachers.
Critical pedagogy provides an opportunity to reflect critically on issues in terms
of their political, social, economic and moral aspects. It entails the acceptance of
multiple views on social issues and a commitment to democratic forms of
interaction. This is important in view of the multiple contexts in which our schools
function. A critical framework helps children to see social issues from different
perspectives and understand how such issues are connected to their lives. Critical
pedagogy facilitates collective decision making through open discussion and by
encouraging and recognizing multiple views, and in designing a curriculum
sensitive to these circumstances.

36 Diploma in Elementary Education (D.El.Ed)

 Indian Education System–II

2.5.2 IMPLICATIONS FOR ELEMENTARY SCHOOL

CURRICULUM
Notes
As a result of these developments on the educational scenario and the latest
decision of implementing the RTE Act in all the states, the immediate action is
taken up at all the levels all over the country. The new curriculum is designed
and implemented in most of the states following the NCF guide lines and NCERT
has developed the new text books for all the subjects based on these reforms and
philosophy and practice of education. Examinations are abolished and CCE is
introduced at the elementary stage, participatory management is inducted making
beneficiaries and community at large, partners to school complex in educating
the young generations. Due emphasis on ICT involvement in teaching-learning
process is also being given.
The total number of days for the curriculum transaction is decided to be 200
days. The school annual calendar could be decentralized to the district level and
decided in consultation with the Zilla panchayats. Total homework time prescribed
in there is (i) No homework up to Class II and two hours a week from Class III of
primary schools, (ii) One hour a day (about five to six hours a week) Middle
school, and (iii) Two hours a day (about 10 to 12 hours a week) in Secondary and
Higher Secondary.
All these changes necessitate the teachers’ training in new pedagogical practices
to enable them to achieve new goals and objectives. The NCF has envisaged the
new roles and responsibilities for the teachers and made numerous suggestions
for their training. Teacher education programmes need to be reformulated and
strengthened so that the teacher can be an encouraging, supportive and humane
facilitator in teaching–learning situations to enable learners to discover their
talents, to realize their physical and intellectual potentialities to the fullest, to
develop character and desirable social and human values to function as responsible
citizens. Teacher autonomy and professional independence of teachers is essential
for ensuring a learning environment that caters to diverse needs of learners.
Such teacher education programmes place thrust on the active involvement of
learners 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 of theory and practice dimensions,
and engagement with issues and concerns of contemporary Indian society from a
critical perspective.
In this context, centrality of language proficiency in teacher education and an
integrated model of teacher education for strengthening professionalization of
teachers, assume significance. The NCF 2005 perceives in-service teacher
education as a catalyst for change in school practices.

Block -1 : Elementary Education in India: A Retrospect 37

 Indian Education System–II

2.6 LET US SUM UP

Notes
After having a critical review and discussion on the recommendations of the
various Education Commissions and Committees in post independence era, we
have learnt from this unit the genesis of the present education system and how it
developed. We have seen how the recommendations of Radhakrishnan
Commission and Kothari commission influenced the development of education
in general and Yashpal Committee specifically elementary education in this
country. We have seen how they are reflected in subsequent national policies on
education revised from time to time.
Educational policies and progress have been reviewed in the light of the goals of
national development and priorities set from time to time. In its resolution on the
NPE 1968, an emphasis on quality improvement and a planned, more equitable
expansion of educational facilities and the need to focus on the education of girls
was stressed. NPE-1986 was formulated which was further updated in 1992.
The NPE 1986 provided for a comprehensive policy framework for the
development of education up to the end of the century and a Plan of Action
(POA) was prepared in 1992, assigning specific responsibilities for organizing,
implementing and financing its proposals. After considering all these policy
decisions from time to time and the recommendations of Yashpal Committee the
entire school structure was modified and a new National Curriculum framework
has been developed in 2005, and is being implemented at present in the entire
country.

2.7 SUGGESTED READINGS & REFERENCES

• Aggarwal, J.C., (1985), Development and Planning of Modern
Education,Vani Educational Books, New Delhi.
• Aggarwal, J.C., (1993), Landmarks in the History of Modern Indian
Education. Vikas Publishing House Pvt. Ltd. New Delhi.
• Chaube, S.P., (1988), History and Problems of Indian Education, (Second
Edition) Vinod Pustak Mandir, Agra, UP.
• Rawat, P.L., History of Indian Education Agra,UP, Ram Prasad and Sons.
• Safaya, R.N., (1983), Current Problems in Indian Education ,Delhi, 9th
Edition, Dhanpat Rai & Sons.
• Saikia, Siddheswar, (1998), History of Education in India, Mani Manik
Prakash
• Sharma, R.N., History and Problems of Education in India, Delhi, Surjeet
Publications.
• http://www.indiatogether.org/2004/jul/edu-kothari.htm

38 Diploma in Elementary Education (D.El.Ed)

 Indian Education System–II

• http://59.163.61.3:8080/gratest/showtexfile.do?page_id=user_
image&user_image_id=775
• h t t p : / / w w w. d i s e . i n / D o w n l o a d s / U s e % 2 0 o f % 2 0 D i s e % 2 0 D a t a / Notes
Ajay%20Deshpande,Sayan%20Mitra.pdf
• http://www.create-rpc.org/pdf_documents/India_CAR.pdf
• http://www.archive.org/stream/annualreportofsu19541955virg/
annualreportofsu19541955virg_djvu.txt

2.8 UNIT-END EXERCISES

1. Why was the fresh need for a new National Educational Policy felt in the
year 1985 when already there was NPE (1968)?
2. Why was the Kothari Commission appointed? Mention any four major terms
of Recommendations of the Kothari Commission.
3. Explain some of the specific recommendations regarding improvement of
the Teacher Education.
4. What are the major concerns of Elementary Education in India?
5. State and explain the salient features of the present educational policy.
6. Evaluate the National Curriculum Framework of 2005 for its relevance.
Make suggestions for improving the plan of action for its implementation.
7. Critically examine the structure of elementary education of 8 years. Suggest
ways to bring uniformity in the structure, nationwide.

Block -1 : Elementary Education in India: A Retrospect 39