NATIONAL EDUCATION POLICY

LAXMI AGNIHOTRI
INTRODUCTION
EDUCATION is crucial for rising standard of
living.
IN ALL OVER THE GLOBE , SO MANY
COUNTRIES SHOWN CLOSE LOOK
TOWRDS EDUCATION SYSTEM.
DEFINITION :
IT IS A POLICY MADE BY THE GOVERNMENT
OF INDIA TO PROMOTE EDUCATION
AMONGEST INDIA’S PEOPLE.
THE POLICY COVERS THE ELEMENTARY
EDUCATION TO COLLEGE IN BOTH RURAL
AND URBAN.
 OBJECTIVES
The first education policy given by Rajiv
Gandhi (prime minister) in 1986.
Objectives:
Preparation to 21 st century
Given to at all the levels students irrespective of
caste, sex.....
Based on curriculum framework
To motivate younger generation
To integrated physically, mentally, handicapped
with the general community as equal partners
to prepare them to face the life courage and
confidence.
Progrmmes of NPE
DISPARITY

SCHEDULED CASTE AND TRIBES

MINORITIES

HANDICAPPED

ADULT EDUCATION

EARLY CHILDHOOD AND EDUCATION

 ADULT EDUCATION

ELEMENTARY EDUCATION

SCHOOL FACILITIES

NON FORMAL EDUCATION

A RESOLVE

SECONDARY EDUCATION

VOCATIONALIZATION

OPEN UNIVERSITIES/DISTANCE EDUCATION

DEGREES FROM JOB

RADHAKRISHNAN COMISSION
After independence first dtep taken towards
educataion by university education comission
under the chairmanship of dr. Sarvapalli
radhakrishnn
V.C OF banaras hindu university
Second president of india.

Comission was started appointed in 1949

10 members in commission
“To report on Indian university education and
suggest improvements and extensions that
may be desirable to suit present and future
requirement of .
the country”
Terms and references
Aims and objectives of university
Constitution,control, functions of university
Finance
Standards in teaching, examinations,
Courses of study
Standards in admisssion
Medium of instruction
Advanced studi in culture, history, langauage,
literatures, phylosophy
Advance research in all branches of knoweldge.
Religious instruction
Qualification,discipline,hostel,organization,salari
es, services.....
Higher education
Spiritualty
Morality
Innovations
Justice, freedom,equality,
Create the consciousness
opportunities
Specific recommendations
Faculties in university :Adequate faculty with
required qualification,appointments
Teaching standards: standards in admission based
on age , high school,avoid overcrowding,
Course of study,
Research and training
Relogious education
Professional education
Medium of instruction
Examination system
Evaluvation system
Atusents activities,welfare and womens education.
Kothari commission
Kothari Commission was formed on 14 July 1964 to 1966,
Kothari Commission was dissolved.
It was formed under the Chairmanship Daulat Singh
Kothari. He was the then chairman of
University Grants Commission (UGC).
Kothari Commission was the sixth commission in India,
post-independence but it was the first commission
mandated to comprehensively deal with the education
sector of India.
The Kothari Commission had a Core group of 20 members.
The commission took a consultation from a panel of 20
overseas consultants, who were based out of the USA, UK,
Japan, France, Sweden. They were experts in the
education domain.
In a span of 21 months, the Commission had interviewed
9000 people who were working as scholars, educators and
scientists.
Important Objectives
To provide policies and guidelines for the
development of education in India.
To find and evolve a general pattern of
education in India
To examine every aspect of the
Indian education sector.
Although the Kothari Commission was
established to review the entire education
sector, two important domains were left out
of its purview – they were legal education and
medical education.
23 Recommendations
The Kothari Commission had  Distance EducationProblems
given 23 recommendations to
of Supervision and inspection
revamp the education system
 Three language formula
in India. The
recommendations given by the  Selective Admission
Kothari Commission are listed  Vocational Education
below.  Education on Morals and
 Defects in the existing Religion
education system  University Autonomy
 Aims of the education  Teacher Education
 Methods of teaching  Adult Education
 Textbook  University – Aims, Objectives
 Curriculum and Functions
 Educational structures and  Administrative Problems
standards.  Work Experience
 Physical welfare of students  Higher Education –
 Education of women Enrollment
 Guidance and counselling  Evaluation
Important Recommendations of Kothari Commission (1964-66)
•Provision of Free and Compulsory Education –aged 6 to 14 years.
•Languages – The Commission recommended adopting a three-
language formula at state levels. It intended to promote a
language of the Southern States in Hindi speaking states. It
intended to promote Hindi, English and a regional language in
non-Hindi speaking states.
•The Kothari Commission recommended promoting regional
languages, Sanskrit as well as international languages, preferably
English.
•The Kothari Commission recommended providing favourable and
adequate service conditions for teachers and providing them with
the necessary freedom to conduct and publish those findings.
•To promote social justice, the Kothari Commission focused on
girls education, education of backward classes, education of tribal
people, physically and mentally handicapped children.
•The Kothari Commission recommended making Maths and
Science an integral part of education.
•The Commission recommended reforms to improve education at
University level by paying special attention to postgraduate level
Results of Kothari Commission

The education system at the national

level was aligned in 10+2+3 pattern,
as recommended by the Kothari
Commission.
As per recommendations of Kothari
Commission, the education sector in
India was stratified into national
bodies, state bodies and Central
Board.
Mudaliar Commission
Mudaliar Commission is an education
commission set up with the aim of examining
the system of secondary education in India.
It is also called as Secondary Education
Commission which has been come in 1952-53
by

Dr. A Laxman Swami Mudaliar.

Aims
To enquire into the problems of Secondary
Education
The aims, organization & content of
secondary education and
Its relationship to Primary & Higher
Education.
Aims of secondary education in the following manner:
 To Produce Ideal Citizens: The Commission has realised
that no nation can progress without a national feeling
along with social feeling. Therefore, it has laid down that
the aim of secondary education should be to produce such
ideal citizens who imbued with strong national and social
feeling are prepared to shoulder their responsibilities and
duties and can easily offer any sacrifice for the sake of
their nation.

 To Develop Capacity for Earning Money The Commission is

of the view that after having received secondary education
one should be able to earn enough for maintaining himself.
 For developing this capacity vocational subjects should be
introduced in the curriculum....
Quality of Leadership
Secondary education should develop the quality
of leadership in students. This quality is very
necessary for the sake of democracy and for the
development of the country as a whole.

To Develop Human Virtues

Man is a social animal. So he should have the
spirit of co-operation, discipline, huminity, love,
kindness and the feeling of brotherhood.
The curriculum must have such subjects which
may inculcate these virtues in students. Science,
literature, fine arts, humanities, music and dance
are some of such subjects....
New organizational pattern of Secondary Education:
 Secondary education should be of 7 years.
 It should be for children of 11 to 17 years.
 It suggested to end intermediate college and merge class 11 with
secondary schools and class 12 with B.A.
 Commission divided secondary education into two parts.
 Degree course should be of three years.
 One year Pre-university course for high school students to enter in
university.
 Students who passed Pre-University should be allowed to enter in
professional courses.
 Technical education-large number of schools should be opened along
with Central Technical Institutions.
 Public schools should be reconstructed as secondary schools after 5
years.
 The boys and girls should be provided same education through co-
education but there should be provision of home science teaching for
girls.
 The study of some compulsory subjects was made necessary for all students. Besides, the optional subjects were divided
into seven groups for enabling students to get an opportunity to study as many subjects of their liking as they desired.

 Compulsory Subjects:  (a) Curriculum of General

(1) Regional language or mother tongue or a
Science with arithmetic for
the first two years only
combined course of classical language
 (b) General course of social
and mother tongue.
sciences for the first two years
(2) One of the following languages:
only.
(a) a classical language
 (C) One of the following
(b) Besides Hindi one more Indian language
vocational subjects:-
(c) Advanced English (for those students who 
(1) Carpentry
had earlier studied English)
 (2) Gardening
(d) Elementary English (for students
 (3) Printing (Spinning and
studying it at the secondary stage)
Weaving)
(e) besides English, another modern foreign
 (4) Embroidery
language
 (5) Tailoring, embroidery and
(f) Hindi (for those students whose mother
cutting and
tongue is not Hindi.)
 (6) Smithy...
Optional Subjects:
Optional subjects have been divided into seven groups. It has been made
compulsory for a student to study any three subjects of a group.
Science Group:
The following subjects have been included in this group:
(1) Chemistry (2) Physics (3) Biology, Zoology or Hygiene (4)
Mathematics and (5) Geography.
Humanities Group:
(1) Mathematics (2) Home Science (3) Music (4) Geography (5) History
(6) Economics or Civics (7) One language not taken from the group of
compulsory subjects or a classical language and (8) Psychology or Logic.
Home Science Group:
This group has been prescribed for girl students. It is compulsory to
offer three out of four subjects. The subjects are as under:
1) Home Nursing (2) Home Economics (3) Maternity and Child Welfare
(4) Nutrition and Cookery.
Fine Arts Group:
The following six subjects have been included in this group:
(1) Painting (2) Photography (3) Drawing and Sketching (4) Dance (5)
Music and (6) History....
Commerce Group:
(1)Commercial Geography or Economics and
Elements of Civics
(2) Commercial Practice
(3) Short-hand and Type-writing and
(4) Book-keeping.
Technical Group:
(2)Practical Science
(2) Elements of Electrical Engineering
(3) Geometrical Drawing and Applied Mathematics
and
(4) Elements of Mechanical Engineering.
Agricultural Group:
(3)Botany and Agricultural Chemistry
(4)Animal Husbandry (3) Gardening (4) General
Agriculture.
The following recommendations were made:

(i) The methods of teaching aim at including

desirable values and proper attitudes habits of work
in the students besides imparting knowledge.

(ii) The methods of teaching should help the students

for attachment to work.

(iii) The emphasis in teaching should shift from

verbalism and memorization to learn through
purposeful, concrete and realistic situations. For this
purpose, the principle “Activity Method” and “Project
Method” should be followed in practice.
(iv) Methods of learning should enable the children to apply
practically the knowledge gained in the classroom to
various problems confronting them.

(v) Methods of teaching should provide sample

opportunities for students to develop clear thinking and
clear expression both in speech and writing.

(vi)They should be given adequate opportunity to work in

groups and to carry out group projects and activities to
develop the qualities for group life and co-operative work.

(vii)In order to popularize progressive methods of teaching,

‘Experimental’ and ‘Demonstration’ schools should be
opened.

(viii) Co-curricular activities should form an integral part of

education....
Merits of Commission:
Activity based education.
Stress on agricultural education.
Discussion of aims of secondary education.
Child-centered education.
Improvement in teacher’s salary and position.
Co-curricular activities.
No more stress on external examinations.
Stress on multi-purpose schools.
Suggestion to open technical schools near industries.

Demerits of the Commission:

No new statement regarding the improvement of social and
economic conditions of teachers.
No suggestions regarding women education.
Still stress on English....
 Improving the Systems of Examination and Evaluation:...
 The number of external examinations should be reduced.
 There should be minimization of subjectivity by introducing objective tests
of attainment and by changing the type of questions.
 In order to find out the pupil’s all round “progress, a proper system of
school records should be maintained for each and every pupil.
 The system of symbolic rather than numerical marking should be adopted
for evaluating and grading the work of the pupils in external and internal
examinations and in maintaining the school records. A five point scale may
be used: A (excellent), B (good), C (fair and average), D (Poor), E (very
Poor).
 There should be only one public examination at the completion of
secondary school course.
 A candidate who has passed the examination and wishes to qualify in any
additional subject(s) may appear at a subsequent examination.
 The certificate awarded should contain the results of the school tests in
subjects as well as the gist’s of the school records besides the results of the
public examination in different subjects.... Read more at:
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Working Hours and Vacation:
As a rule the total number of working days in a
school should not be less than 200, the
working hours per week should be at least 35
periods about 45 minutes each; the schools
should work regularly for 6 days in the week.
One of the days being a half day when the
teachers and students might meet informally
and work together on various extra-curricular
and social projects.
Normally during the year there should be a
summer vocation of 2 months and breaks of 10
to 15 days at suitable periods during the year.
The National Education Policy was established in
the year 2020. It came into existence during the
academic year of 2023-24, thereby becoming
popular as the NEP 2023
the effective adoption of modern training
methods, application of technology, and imparting
practical and contemporary skills, to shape the
overall personality of students. The NEP 2023
aims to help students define and recharge their
creative, analytical, problem-solving, and critical
thinking abilities, topped by actively pursuing
digital literacy.
 Foundational Stage: The fundamental stage of laying the foundation
that is further stratified into two substages: 3 years of preschool or
Anganwadi, followed by classes 1 and 2 in primary school. This
essentially covers children between 3 and 8 years. The focus will be on
activity-based learning.
 Preparatory Stage: Covering students of class 3-5, and in the age
bracket, 8–10 years. Students will be steadily exposed to the fundamental
learning aspects of speaking, reading, writing, physical education, art,
science, languages, and mathematics.
 Middle Stage: This stage covers students of classes 6 to 8, in the age
group of 11 and 13 years. It will introduce students to more abstract
concepts in mathematics, sciences, social sciences, arts, and humanities.
 Secondary Stage: Classes 9 to 12, covering the ages of 14–18 years. It is
subclassified into two parts: classes 9 and 10, covering the first phase,
while classes 11 and 12, covering the second phase. These 4 years of
study is intended to inculcate multidisciplinary learning, driven by depth
and critical thinking. This provides for multiple options of subjects.
REFORMS
 Higher Education Reforms
 Multidisciplinary Bachelor’s Degrees: A flexible 4-year undergraduate program with
multiple exit points (certificate, diploma, bachelor’s) that help students gain proficiency
in a particular skill set, completely.
 Goodbye to M.Phil.: The New Education Policy 2023 discontinues M.Phil. courses.
 Higher Education Commission: Under NEP 2023, a Higher Education Commission of
India will operate to regulate and manage higher education that works proactively on
enrollment ratios and ensure higher academic standards.
 Regulatory Councils: As per National Education Policy 2023, a National Higher
Education Regulatory Council will oversee higher education (this excludes medical and
legal education). Also, a Higher Education Grant Council will financially aid universities
and colleges, thus effectively replacing existing bodies.
 Internationalization: The policy fosters international collaboration by allowing foreign
universities and institutes to set up campuses and centers in India. This is aimed at
maximizing international exposure for students.
 Fee Regulation: Both private and public universities will ensure regulated fees, to
realize equitable access to quality education
 College Affiliation: Will be phased out in 15 years, lending autonomous status to the
colleges
 District-level Universities: At least one high-quality multidisciplinary institute of
excellence will be established in every district of the country by 2030, providing broader
access to education
 Multidisciplinary Universities: All universities will graduate into major
multidisciplinary institutions by 2040, becoming destinations for holistic education.