CHAPTER NO- VI

MAJOR FINDINGS OF THE STUDY

After analyzing the relevant data and information required for the present

study in the chapter No-V the researcher has find out the following major

findings of the study. Major findings of the study are-

6.1 CAUSES OF CONSTITUTING VARIOUS COMMISSIONS AND

COMMITTEES FOR SCHOOL EDUCATION

1) The following Commissions and Committees on Education had been

constituted regarding Education in India before Independence-

(i) Hunter Commission, officially known as Indian Education Commission

(1882)

(ii) Indian Universities Commission (1902)

(iii) Government Resolution on Educational Policy (1913)

(iv) Calcutta University Commission (1917) also called Sadler

Commission

(v)Hartog Committee (1929)

(vi) Sapru Committee (1934)

(vii) Abbot-Wood Report (1936-37)

(viii) ZakirHussain Committee (1937)

(ix) Wardha Education Committee of the Central Advisory Board of

Education (1939) also called B. G. Kher Committee

(x)Central Advisory Board of Education Report (1944) or Post-War

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 Educational Development Report popularly called the Sargent Report

(1944).

2) The following Commissions and Committees on Education had been

constituted regarding Education in India before Independence-

 University Education Commission (1948-49) popularly called

Dr.Radhaksrishan Commission

 Secondary Education Commission (1952-53) popularly called

Dr.Mudaliar Commission

 Committee on Higher Education for Rural Areas, Rural Institutions

(1954) -- Shri K. L. Shrimali Committee

 National Committee on Women's Education (1958) --

ShrimatiDurgabaiDeshmukh Committee

 University Grants Commission‘s Review Committee on Education

(1960) -- Prof. K.G. Saiyidain Committee

 U. N. Dhebar Commission (1960)

 Committee on Emotional Integration (1961) -- Dr.Sampurnanand

Committee

 Committee on Plan Projects: Study Team for Selected Educational

Schemes (1961) – Shri B. N. Jha Committee

 Study Group on the Training of Elementary Teachers in India (1961)

 Kothari Committee on Model Act for Universities (1961)

 University Grants Commission‘s Committee on Education as an

Elective Subject at the Undergraduate Stage (1963) -- Mr. A. R.

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 Wadia Committee

 Study Group on the Study of English in India (1964) – Prof. Gokak

Committee

 Education Commission (1964-66), popularly called Dr. D. S. Kothari

Commission

 Committee of Members of Parliament on Education (1967)

 Three Delegations by University Grants Commission (1967-1971)

 Steering Committee of Planning Group on Education (1968)

 National Policy on Education (1968)

 Review Committee on the Working of National Council of Educational

Research and Training (1968) -- Dr. Nag Chaudhuri Committee

 Study Group on the Development of Pre-school Child (1970) –

Shrimati Mina Swaminathan Committee

 Gajendragadkar Committee on Governance of Universities and

Colleges (1971)

 National Committee on 10+2+3 Educational Structure (1972) --

Dr.Shukla Committee

 Committee on Secondary Teacher Education of NCTE (1973-77) --

Dr.Jha Committee

 Committee on Elementary Teacher Education of NCTE (1975) --

Dr.Malcolm S. Adiseshaiah Committee

 University Grants Commission‘s Panel on Teacher Education During

Fifth Plan Period (1974)

 The Curriculum for Ten-Year School: A Framework (1975)

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 Standing Committee of National Council for Teacher Education (1975-

76)

 Review Committee on the Curriculum for Ten-Year School (1977) --

ShriIshwarbhai Patel Committee

 Working Group on Vocationalisation of Education (1977-78) -- Dr.

Malcolm S. Adiseshaiah Committee

 Draft National Policy on Education (1979)

 Study Group on INSAT Television Utilisation for Education and

Development (1980) -- Shri S. SathyamCommittee

 National Commissions on Teachers – I & II: The Teacher and Society

(1983-85) – Prof. Chattopadhyaya Commission

 Working Group to Review Teachers' Training Programme (In the Light

of the Need for Value-Orientation) (1983)

 Challenge of Education: A Policy Perspective (1985)

 National Curriculum for Primary and Secondary Education: A

Framework (1985)

 National Policy on Education (1986)

 National Policy on Education: Programme of Action (1986)

 National Curriculum for Elementary and Secondary Education – A

Framework (1988)

 National Curriculum for Teacher Education: A Framework (1988)

 Committee for Review of NPE 1986: Towards an Enlightened and

Humane Society (1990) -- AcharyaRamamurhty Committee

 University Grants Commission‘s Report of the Curriculum

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 Development Centre in Education (1990)

 NCTE Committee for Teacher Education Programme Through

Distance Education Mode (1990)

 Central Advisory Board of Education Committee on Distance

Education (1992)

 CABE Committee on Policy, 1992

 National Policy on Education 1986: Programme of Action 1992

 National Advisory Committee: Learning Without Burden (1992)

 The National Council for Teacher Education Act, 1993

 Group to Examine the Feasibility of Implementation of the

Recommendations of the National Advisory Committee (1993) --

Prof. Yashpal Committee

 Committee on B.Ed. Correspondence (1993) -- Prof. Ramlal Parikh

Committee

 University Grants Commission‘s Committee on B.Ed. Correspondence,

Distance Education Programme (1994)

 Special Orientation Programme for School Teachers (SOPT) (1994-97)

 Committee of National Council for Teacher Education on Different

Modes of Education Used for Teacher Preparation in India (1995)

 University Grants Commission‘s Committee on B.Ed. Through

Correspondence for In-service Teachers (1995) -- Prof. Takwale

Committee

 Planning Commission‘s Report on Teacher Education in Five Year

Plans (1951-97)

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 NCTE Curriculum Framework for Quality Teacher Education (1998)

 National Curriculum Framework for School Education (2000)

 National Curriculum Framework (2005)

 Curriculum Framework for Teacher Education (2006)

 National Curriculum Framework for Teacher Education (2009)

 Panel to Review the functioning of the University Grants Commission

(UGC) and the All-India Council for Technical Education (AICTE)

(2008), later rechristened as The Committee to Advise on

Renovation and Rejuvenation of Higher Education (2009) -- Prof.

Yashpal Committee

 The Right of Children to Free and Compulsory Education Act, 2009

3) After independence Government of India constituted the

Indian constitution as the mirror of the nation. Some of the Article

and provisions are specially made for education such as- Article 28,

29, 30, 45, 46 337, 350A, 350B, 351 etc.

4) In order to give concrete shape to the directives of the

constitution, the national Government put into operation four five

year plans so far. These plans aimed at speeding up the economic,

social, educational and cultural growth of the country through a

planned management of its human and material resources.

5) The Central Advisory Board of Education at their 14th meeting

held in January, 1948, considered the question of secondary

education in the country. In view of its importance in the

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educational system in the country the Board resolved that a

Commission be appointed by the Government of India.

6) In pursuance of the recommendations of the Central Advisory

Board of Education and also of the Inter-University Board, the

Government of India appointed a University Education Commission

in 1948 under the Chairmanship of Dr. S. Radhakrishnan.

7) In 1948 at the 18th meeting of the Central Advisory Board of

Education, the Government of Bihar raised the question of

relationships between the State Governments and local bodies in

respect of administration of elementary education. The Ministry of

Education, therefore, appointed this committee in 1951. This

committee was mainly constituted to examine, in detail, the present

set up of local administration of education (primary and secondary

level) in the different states, the experiments carried out in some of

the states in the assumption of more powers by the state

government in this regard and to recommend a more or less uniform

pattern which may, with a few variations, be adopted in all the

states of India.

8) The Government of India set up the Secondary Education

Commission in September, 1952, under the chairmanship of Dr. A.

Mudaliar, Vice-Chancellor, Madras University. The Secondary

Education Commission appointed by the Government of India in

terms of their Resolution No. F. 9-5/52-B-1, dated 23rd September

1952, with the following objectives-

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 (a) To enquire into and report on the present position of

Secondary Education in India in all its aspects; an

(b) Suggest measures for its reorganization and improvement with

particular reference to

(i) The aims, organization and content of Secondary

Education;

(ii) Its relationship to Primary, Basic and Higher

Education;

(iii)The inter-relation of secondary schools of different types; and

(iv) Other allied problems:

9) The National Committee on Women‘s Education was

accordingly set up by the Government of India in the Ministry of

Education under Government resolution No. F.34-12/57-B.5 of 19th

May, 1958. The terms of reference of the Committee are as follows-

(i) to suggest special measures to make up the leeway in women‘s

education at the primary and secondary levels.

(ii) to examine the problem of wastage in girls‘ education at these

levels;

(i) To examine the problem of adult women who have relapsed into

illiteracy or have received inadequate education and who need

continuation education so as to enable them to earn a living and

participate in projects of national reconstruction;

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(ii) To survey the nature and extent of material and other facilities

offered by voluntary welfare organizations for the education of such

women and to recommend steps necessary to enable them to offer

larger educational facilities to them; and

(iii) To examine the possibilities and methods of encouraging a larger

number of women to go into vocational trades by providing suitable

vocational training as a part of formal education or through special

courses designed for adult women.

10) The Central Advisory Board of Education appointed a special

Indian Policies Overview on Values Education ‗Committee on

Religious and Moral Instruction‘ in 1959 called the ‗Sri Prakasa

Committee‘ to study the question of such instruction in educational

institutions. The Committee upheld that instruction on ‗moral and

spiritual values‘ in educational institutions is desirable, and specific

provision for doing so is feasible with certain limitations‘.

11) To consider how the fissiparous tendencies manifesting

themselves in the country can be counteracted, the Ministry of

Education constituted a committee in May, 1961, under the

chairmanship of Dr. Sampurnanand to examine the role of education

in promoting emotional integration in national life and to suggest

suitable programmes in this regard.

12) Committee on Plan Projects: Study Team for Selected

Educational Schemes (1961) – Shri B. N. Jha Committee was

constituted to examine the aims and objectives of the Institutes

have been fulfilled; (b) To study the importance of the Institutes in

relation to the requirements of trained personnel in rural areas and

in other sectors of economy; and (c) To make recommendations for

improvement as may be relevant to the success of the programmes.

13) The chairman Smt. RakshaSaran, set up a committee on

November 1, 1961, in consultation with the Ministry of Education.

The committee comprises 11 members. The committee was

constituted with view to examine the present curricula of school

education and to determine the extent to which they take care of

the individual and social needs of women in the prevailing

circumstances of the country and to suggest necessary reforms

without, at the same time, causing an upheaval in the general

pattern of education.

14) The Indian Parliamentary and Scientific Committee was formed

in August 1961 with Shri Lal Bahadur Shastri as its chairman. Its

primary objective was to study and examine the problem of

‗Scientific Education in Schools‘.

15) The Education Commission of 1964-66 was appointed by a

resolution of the government India dated 14th July 1964. The

commission was to advise the government on the National pattern

of education and the general principles and policies for the

development of education at all stages and in all aspects. The

commission was appointed to bring home to the people that they

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should also have a share in the reconstruction of the country

through education, the government of course shouldering the main

responsibility. Moreover, there is an explosion of knowledge,

particularly in science and technology. The appointment of a

commission was consequently felt to meet this challenge.

16) The Committee of Members of Parliament on Education was

constituted by the Government of India on 5th April, 1967, with the

following objectives: (1) To consider the Report of the Education

Commission; (2) To prepare the draft of a Statement on the National

Policy on Education for the consideration of the government of

India; and (3) To identify a programme for immediate action.

17) The National Policy of Education 1968 is based on the

recommendations of the Commission of 1964-66. The Commission

recommended that the Government of India should issue a

statement on the National Policy on Education which should provide

guidance to the state Governments and the local authorities in

preparing and implementing educational plans. The government of

Prime Minister Indira Gandhi announced the first National Policy on

Education in 1968, which called for a "radical restructuring" and

equalize educational opportunities in order to achieve national

integration and greater cultural and economic development. The

policy called for fulfilling compulsory education for all children up to

the age of 14, as stipulated by the Constitution of India, and the

better training and qualification of teachers.

School was appointed by Government of India, under the

Chairmanship of Shri I.J. Patel. The Committee was appointed to

develop a new scheme in view of the new dimension of work based

education in relation to national development, to review stage wise

and subject wise objectives identified in National Council of

Educational Research and Training document "The Curriculum for

the Ten Year School", to scrutinize National Council of Educational

Research and Training syllabus and text books, review the present

scheme of studies and the time allocated for various subjects.

19) The Ministry of Education and Social Welfare (Department of

Education) set up, in consultation with the Planning Commission a

working group on Vocationalisation of Education under the

Chairmanship of Shri P. Sabanayagam in 1977. The terms of

reference of the committee were to review the developments in the

field, formulate concrete proposals indicating financial implications

and structural arrangements and to apportion areas of responsibility

among the centre, States and voluntary agencies.

20) In 1979 the Draft Policy on Education were prepared to modify

and design the curriculum for teacher education at Primary and

Secondary level, because in this stage of education the teacher

needs to pay more attention to the students. The curriculum of

teacher education at the elementary and secondary stages will be

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suitably changed in order to enable teachers to play their proper role

in reforming education.

21) New policy was in development in January, 1985, the

government of Prime Minister Rajiv Gandhi introduced a new

National Policy on Education in May, 1986. The new policy called for

"special emphasis on the removal of disparities and to equalize

educational opportunity," especially for Indian women, Scheduled

Tribes (ST) and the Scheduled Caste (SC) communities. To achieve

these, the policy called for expanding scholarships, adult education,

recruiting more teachers from the SCs, incentives for poor families

to send their children to school regularly, development of new

institutions and providing housing and services.

22) The scheme of Operation Blackboard was launched in 1987 in

pursuance of NPE-POA, to provide minimum essential facilities to all

primary schools in the country.

23) The Government of Rajasthan initiated two ambitious and

innovative education programmes—the Shiksha Karmi Project (SKP)

in 1987 and The Lok Jumbish project (LJP) in 1992. These projects

have developed novel responses to deep-rooted problems of

education and have transformed the delivery of education in the

state.

24) The National Policy on Education (NPE) was adopted by

Parliament in May 1986. A committee was set up under the

chairmanship of Acharya Ramamurti in May 1990 to review NPE and

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to make recommendations for its modifications. That Committee

submitted its report in December 1990. At the request of the Central

Advisory Board of Education (CABE) a committee was set up in July

1991 under the chairmanship of Shri N. Janardhana Reddy, Chief

Minister of Andhra Pradesh, to consider modifications in NPE taking

into consideration the report of the Ramamurti Committee and other

relevant developments having a bearing on the Policy, and to make

recommendations regarding modifications to be made in the NPE.

25) To evaluate the effectiveness of the New Education Policy

1986, a committee was appointed by the Govt of India in 1990. A

review of NPE, 1986 was conducted during 1990 – 1992. The

programme of Action, 1992 stressed the need of development of

education in backward districts. Accordingly, the Government of

India formulated the ―District Primary Education Programe‖ (DPEP)

scheme in 1993. In December 1993 the Cabinet accorded its

approval for the scheme in principle: in January 1994 the full

Planning Commission approved DPEP as a centrally sponsored

scheme. DPEP is an effort to decentralize educational planning at

the district level. It is planned in such a way that it suits the

educational needs and demands of the district concerned.

26) The Lok Jumbish (People‘s Movement) programme is a joint

initiative developed by the Government of Rajasthan in cooperation

with local NGOs. The programme, which has been underway since

1992, is functioning in 13 districts of Rajasthan. It aims at providing

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elementary education by mobilizing the community and soliciting its

involvement in the running of local schools. Lok Jumbish (LJ) –

Education for All - is a movement started in 1989 aimed at ensuring

education for all in the Indian state of Rajasthan through

mobilization of the community.

27) The Mahila Samakhya (MS) programme was launched by the

Government of India to enhance the female participation in

education especially in the backward areas in each and every

districts of the country. The scheme would be applicable only in

those identified Educationally Backward Blocks (EBBs) where, as per

census data of 2001, the rural female literacy is below the national

average and gender gap in literacy is more than the national

average.

28) As a follow up to the NPE, a number of programmes were

initiated in India with a view to achieving UEE. These efforts were

intensified in the 1980s and 1990s through several interventions

such as Operation Blackboard (OBB), the Shiksha Karmi Project

(SKP), the Andhra Pradesh Primary Education Project (APPEP), the

Bihar Education Project (BEP), the UP Basic Education Project

(UPBEP), Mahila Samakhya (MS), the Lok Jumbish Project (LJP), and

Teacher Education, which put in place a decentralized system of

teacher support through District Institutes of Education and Training

(DIETs) and the District Primary Education Programme (DPEP). The

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latest is the SSA, a centrally-sponsored scheme implemented in

partnership with state governments for the UEE across the country.

29) The National Programme for Education of Girls at Elementary

Level (NPEGEL), is a focused intervention of Government of India, to

reach the ―Hardest to Reach‖ girls, especially those not in school.

Launched in July 2003, it is an important component of SSA, which

provides additional support for enhancing girl‘s education over and

above the investments for girl‘s education through normal SSA

interventions.

30) The milestone step has been taken up by the government of

India in the field of education i.e. Right to Education Act, 2009. The

RTE has been introduced to directly counter the problems of

illiteracy, poor quality infrastructure and learning level in the

elementary education sector.

31) Rashtriya Madhyamik Shiksha Abhiyan (RMSA) 2009 is a

Programme of the Government of India, implemented in partnership

with the State Governments with the main objective to make

secondary education a good quality available, accessible and

affordable to all young persons. The scheme seeks to enhance

enrolment in classes IX and X by providing a secondary school

within a reasonable distance of every habitation, to improve quality

of education imparted at secondary level by ensuring all secondary

schools conform to prescribed/ standard norms, to remove gender,

socio-economic and disability barriers and to achieve universal

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 access to secondary level education by 2017, i.e. by the end of the

12th Five Year Plan.

32) The Scheme of Inclusive Education for Disabled at Secondary

Stage (IEDSS) has been launched from the year 2009-10. This

Scheme replaces the earlier scheme of Integrated Education for

Disabled Children (IEDC) and would provide assistance for the

inclusive education of the disabled children in classes IX-XII. The

main aim of the programme is to enable all students with disabilities,

after completing eight years of elementary schooling, to pursue

further four years of secondary schooling in an inclusive and

enabling environment.

6.2 IMPLEMENTATION OF RECOMMENDATIONS OF VARIOUS

COMMISSIONS AND COMMITTEES WITH REGARDS TO

SCHOOL EDUCATION IN INDIA

33) Tara Chand Committee (1948) recommended secondary

schools should be multilateral and the teaching of Hindi and English

should be compulsory at the secondary stage. It gave emphasis on

the pay and condition of service of teachers. The recommendations

of the committee were not completely implemented.

34) University Education Commission (1948-49) considered that

the secondary education was really the weakest link in our

educational machinery and thus needed urgent reform. It gave

importance on the establishment of well-equipped and well-staffed

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 intermediate colleges in each province. It emphasized that

admission to the university should be after intermediate

examination, not matriculation. But the recommendations of the

commission were not sincerely implemented.

35) The Secondary Education Commission 1952-53 recommended

various bold and far-sighted measures like establishment of

multipurpose schools, improvement of teaching and school libraries.

Training of teachers, introduction of crafts in middle schools and

conversion of high schools into higher secondary schools by

increasing the duration of secondary stage by one year to give a

new orientation to secondary education as a whole. As a result of

these recommendations, the secondary education in various states

began to take a new shape. The Chairman of the Central Advisory

Board of Education appointed a Special Implementation Committee

in 1953 to carry on the various schemes that were started with the

help of the Central Government. The Government of India had

accepted most of the recommendations of the Mudaliar Commission.

It has now decided to do away with the diverse patterns of

education in India and establish a uniform structure for the whole

country. It has been pointed out that the recommendations of the

previous Commissions have not been given effect to largely because

the necessary financial resources could not be made available either

by the state or by the Centre. It is an irony of fate that the

recommendations of this Commission also met the same fate. The

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 Secondary Education Commission did not give sufficient thought to

the financial aspect of the various reforms.

36) The statement on the National Policy on Education issued in 1968

is described by Naik as ―far from satisfactory, mainly because of the

political and economic circumstances of the period and the violent

eruption of the language controversy. ―it should not be forgotten‖,

he states, ―that it was finalized by a weak Central Government,

which was more anxious to avoid controversies than to bring about

radical educational changes‖. As it has stated above that the

Education Commission had covered every aspect of education in its

recommendations. But, all the recommendations were not

implemented properly because of certain reasons. It is worthwhile to

mention here is that the Commission itself was not against a

selective implementation. Of course the main issue was, not the

principle of selective approach which had became inevitable, but the

specific recommendations to be selected because, depending on the

nature of this selection, the whole objective of the commission

would be gained or destroyed. But a selection approach was come

from different circumstances. Though the Education Commission

had recommended a good number of suggestions for the

developments of education all most in all levels, but these

recommendations were least implemented directly in our country.

Basically, the Education Commission (1964-66) was appointed to

advise Government on ―the national pattern of education and on the

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 general principles and policies for the development of education at

all stages and in all aspects." The Report of the Education

Commission has since been widely discussed and commented upon.

Government is happy to note that a consensus on the National

Policy on Education (1968) has emerged in the course of these

discussions.

37) The report of the Indian Education Commission, 1966 was a

holistic appraisal of the total educational spectrum of India. The

radical reforms recommended by it to put back the system on the

rails of democracy and economic development were not

implemented with the seriousness that they deserved. The National

Policy on Education of 1968 practically endorsed its

recommendations in their totality. The analysis of developments

over the last two decades makes it clear that desired improvements

have not materialised because neither the resources nor the

measures for restructuring were commensurate with the imaginative

and purposeful thrust of the educational policy adopted in 1968.

38) The period of about twelve years (1966-78) forms a distinct epoch

on our educational history. In 1966, the education Commission

submitted its report. This was discussed for about two years and the

National Policy on Education was issued in 1968. Both, the report of

the Commission and the National Policy on Education, were taken as

the basis of educational development in the fourth and fifth year

Plans. All the Education Ministers of this period (Professor V.K.R.V.

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 Rao, Shri S.S. Ray and Profesor S.NarulHasan) declared that they

would strive to implement the report of the Education Commission

and National Policy on Education, although they did have personal

reservations on some issues. The Janata Government which came

to power in 1977 declared however that it would like to revise the

National Policy on Education (1968) and make all such changes as

may be deemed necessary. It did not appoint another Commission;

but it did review programmes in classes‘ I-X through the Ishwarbhai

Patel Committee. The revised statement on the National Policy

which the Janata Government had promised to the people has also

been released in 1979. There is thus ample evidence to show that

the era of the Education Commission which began in 1966 is now

over and that the education of the country enters a different phase

of development with the statement on National Policy on Education

1979.

39) Looking back at the hectic discussions that took place over the

report of the Education Commission during 1966 and 1968 and also

at the various others decisions that have since been taken while

formulating and implementing educational Plans during the periods,

it is found that following recommendations of Commissions were

implemented and attracted wide attention from the nation. These

are-

 National system of education

 Relating education to the past and future

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 Medium of instruction at the university stage

 Non- formal education

 Education for the people

 Pattern of school and college classes

 Teacher‘s salaries

 The common school system

40) The National Policy of Education (1986) recommended the pace-

setting residential and free of change schools. Again, the National

Educational Policy of 1986 gave its official stamp of sanction to the

policy initiated in 1979. As a result of this, the 10 + 2 + 3 system

has been accepted in all parts of the country. Sufficient emphasis

has been laid on vocationalisation at the higher secondary stage. A

large number of vocational courses have been suggested. Again,

New educational Policy stressed on establishing ‗Novodaya School‘

on the kinds of ‗Public School‘ in rural areas. The new policy fails to

take account of the baffling magnitude of the problem of education

in achieving the cherished goal. The question of arranging adequate

finances remains unanswered. The policy of establishing pace

setting school in every district has been criticized. Since the adoption

of the 1968 policy on Education, there had been considerable

expansion in educational facilities all over the country at all levels.

However, the general formulation incorporated in the 1968 policy

did not get translated into detailed study of implementation. As

result problems of access, quality, quantity, utility and financial

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 outlay, accumulated over the years, assumed such massive

proportions that they must be tackled with the utmost urgency.

Accordingly, Shri Rajiv Gandhi, the then Prime Minister, announced

in January 1985, that a New Education Policy would be formulated

in the country. A status paper, ‗Challenge of Education – A policy

perspective‘ was issued by the Ministry of Education, Government of

India in which comprehensive appraisal of the existing system of

education was made. There was a country wide debate on

educational reforms in the country. Finally the New National Policy

on Education, 1986 was approved by the parliament in May 1986.

41) All the centrally sponsored scheme for school education such as-

SSA, DPEP, KBV, NV, Right to Education Act, RMSA etc. have been

implemented and running in different states and districts of the

country.

6.3 IMPACT OF VARIOUS COMMISSIONS AND COMMITTEES

WITH REGARD TO SCHOOL EDUCATION IN INDIA

42) In January 1950, the country adopted a constitution which lay

down, among other things, the divisions of responsibilities and

duties relating to Education between the centre and the states, ours

being a quasi federal constitution. The seventh and eight schedules

are of special importance to us. The seventh schedule lists out the

division of responsibilities in all matters including ‗Education‘. The

eighth schedule lists out the languages recognized by the

constitution. Education is now in the concurrent list. It was originally

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 a state subject (entry 11 of list II in the list of state functions). With

the 42nd constitutional amendment act of 1976, this entry in list II

was deleted and ‗Education‘ was placed in the concurrent list as

entry 25.

43) Though the University Education Commission was constituted in

1948 and which had recommended few suggestions for the

development of school education also; but these were not

implemented properly. So it is observed that the suggestions of this

commission had no any impact on school education so far. Here

after the Central government and state governments have been

endeavouring to give a concrete shape to various programmes

under the Five Year Plans.

44) After independence The first four years of independence

witnessed great educational expansion on a year to year budgetary

planning till the birth of the National Planning Commission in 1951,

the year of launching the First Five Year Plans that form the content

of this Section provide a graphic description of the successive

educational programmes planned during 1951-56, 1956-61 and

1969-74. In the years from 1966 to 1969 the general economic

conditions in the country were very difficult. The country had to

divert her energies to fight drought and near famine and their

aftermath.

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45) The achievements of the three Five Year Plans and three

annual Plans in the field of education have been very significant.

There has been expansion at all level of education. The enrolment in

classes‘ I-V increased from 19.1 million in 1950-51 to 55.5 million in

1968-69; in classes VI-VIII from 3.1 to 12.3 million; in classes IX-XI

from 1.2 million to 6.6 million. The total educational expenditure

from all sources is estimated to have increased from Rs. 1,144

million in 1950-51 to Rs. 8,500 million in 1968-69. During these

years, many educational problems were overcome.

46) Since 1947, Education Department in the Centre has

developed into a full fledged Ministry under the central Government.

The education at the state level is primarily the responsibility of the

state Governments, the Union Government is concerned only with

the co-ordination and determination of academic standards in

respect of higher education, research and scientific and technical

education.

47) The overall progress of education with respect to the number

of institutions, pupils and the expenditure incurred by the

government could be seen from the following table:

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 Table 6.1 Progress of school education during the period of

Planning

Item 1950-51 1960-61 1970-71 1973-74

A. Number of Institutions

(1) Primary 209,671 330399 404,418 429,888

(2) Middle 13,596 49,663 88,567 97,356

(3) Secondary 7,288 17,257 35,773 40,127

B. Enrolment by Stages (in’000)

(1) Primary 18,678 33,631 59,252 63,193

(2) Middle 3,330 7,480 13,399 14,689

(3) Secondary 1,481 3,463 7,167 7,475

C. Government Expenditure (Rs. In crores

Total 1 34 846 1,311

Plan 20 0 115 25

Non-Plan 1 44 731 1,086

Source: Draft Five Year Plan (1978-83), P.226.

The above figures indicate the gradual upward trend in the number

of institutions and students and the amount spent by the

government. The number of institutions since 1950-51 has increased

from 2.31 lakhs to 5.72 lakhs in 1973-74. Their number grew up to

6.07 lakhs in 1976-77. Similarly, the number of student at every

level is surging forward. From about 2.4 corers in 1950-51 their

number swelled up to 8.8 corers in 1973-74 and 9.86 corers in

1976-77. It may further rise up to 11.41 corers at the end of 1978-

79. There has been an increase in governmental spending on

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 education from mere Rs. 71 corers in 1950-51 to 1311 corers in

1973-74. Since then the expenditure is constantly on increase. As

regards the progress of secondary education during the periods; it is

found that the number of schools has increased from 7,288 in 1950-

51 to 44,579 in 1977-78. Similarly, the number of students and

teachers has increased from 12.2 lakhs and 1.27 lakhs to 8.75

million and 7.95 lakhs respectively.

48) The period of twelve years between 1965-66 and 1977-78 falls

naturally within three sub-periods: (i) the three annual plans years

(1966-68);(ii) the fourth Five Year Plan (1969-74); and (iii) the

truncated fifth Plan which consisted of four years only (1974-78). As

compared with the earlier period of fifteen years (1950-51 to 1965-

66) or first three five year plans, the post commission period of

twelve years (1965-66 to 1977-78) shows several interesting

variations and common features such as:

 Expansion of educational feature of the first three plans. It also

continued to be the dominating feature of the post commission

period in spite of its plea for according higher priority to

programmes of transformation and qualitative improvement.

 The development of secondary education and university education

was accorded high priority in the educational development in the

first three years plans. This priority continued to dominate the scene

even in the post commission period, in spite of the lip-service paid to

mass education.

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 The goal of universalizing elementary education for children in the

age group 6-14 is being pursued since 1950-51. As may be readily

seen, the progress was comparatively easy in the first three plans

when we were working at lower levels of enrolment and costs were

comparatively low. In the post commission period, the problem has

become more difficult because of raising cost and because we are

working at higher levels of enrolments where further progress

becomes exponentially difficult.

 The tensions within the education system remained under

reasonable control in the first two plans (1950-51 to 1961-62). But

since the third plan, they have come to the surface and have

assumed an increasingly acute form which has led, during the past

seventeen years, to continued disturbances in the system, especially

at the university stage. This has made the task of educational

reconstruction more difficult and complicated.

49) The impact of the Education Commission may be observed from

the growth and development of primary education institutions,

middle schools and the enrolments in various classes. In 1950-51

the number of primary schools was 209,671 and middle schools

were 13,596; whereas in 1977-78 this number became 462,567 at

primary level and 110,036 at middle school level. Again the

enrollment in the classes I-V during 1950-51 was 13.77, millions

(boys) 5.39, (girls) and 19.16 (Total). But in 1977-78 this number

became 40.54 million (boys), 24.52 millions (girls) and 65.06 (total).

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50) The NPE was adopted by parliament in 1966 and its implementation

commenced soon thereafter. Universalisation of elementary

education is a constitutional mandate. Article 45 of the constitution

stipulates, as a directive principle of state policy, that ‗the state shall

endeavor to provide within a period of ten years from the

commencement of this constitution for free and compulsory

education for all children until they complete the age of 14 years.‘

Indeed, over the years, the center and states have made

considerable investment in promoting elementary education.

Facilities in elementary education have grown from about 2.34 lakh

to 7.05 lakh schools, enrolment from 22.28 million to 132.4 million

children and outreach of primary education facilities to over 94% of

the rural population within 1 kilometers walking distances of their

houses. Over the last five years in pursuant of the NPE, effort has

been made to focus attention on the quality of education being

provided by this vast and possibly the largest, educational network

of the world. Several schemes have been launched to improve

retentions and reduced disparities; provide basic minimum facilities

to schools; open non-formal education centre for part-time

education of school dropout and working children; improve teacher

training facilities and teacher effectiveness; lay down minimum

levels of learning (MLLs); decentralize educational management and

involve the community in the running of schools. Most of the

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schemes are ambitious in target and scope, and require sustain

efforts and considerable resources support to make an impact.

51) In the period 1987-88 to 1990-91, the scheme of operation

blackboard was implemented in 69% of the blocks in the country

comprising 64% primary schools. An assistance of rupees 523.41

corer was released by the Department of Education. Of this Rupees

150.09 corer was released in 1990-91. There was a provision of Rs

100 corer for Operation Blackboard during 1991-92. The scheme

would continue during the 8th Plan till completion. In order to move

towards a position where every class has a class room and a

teacher, it has been proposed to expand Operation Blackboard

during the 8th Plan to provide a third teacher and a third class room

to every primary school where enrolment warrants it.

52) In pursuance of para 4.2 of the NPE, Mahila Samakhya was

launched in April, 1989. This programme seeks to mobilize rural

women for education through Mahila Sanghas in each of the villages

concerned. Essentially, the programme resolves around Mahila

Sangha where women are mobilize around issues like access to

health, education, water, information about development

programmes, general information about their immediate

environment, and above all, issues related to their personality and

self image in society. Mahila Samakhya is currently operational in

1500 villages in ten districts. It is propose to expand the programme

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 to 20 districts in the three states and three districts of Andhra

Pradhesh in a phase manner in 8th Plan period.

53) Since the formulation of the NPE (1992), following major

programmes have been initiative for achieving the objectives of

universalisation of primary education and lot of changes have been

taken place due to these scheme in the field of school education.

The schemes are-

 District Primary Education Programme(DPEP)

 Sarva Shiksha Abhiyan (SSA)

 National Programme of Nutritional Support to Primary Education

(NPNSPE) or Mid Day Meals

 National Programme of Education of Girls at Elementary Stage

scheme (NPEGL)

 Kastura Gandhi Balika Vidyalaya Scheme

 Prathmik Shiksha Kosh

54) The District Primary Education Programme (DPEP) launched in

1993 is a Centrally Sponsored Scheme for holistic development of

primary education covering I to V. To implement this programme

the district of the state had been selected on the basis of following

criteria-

 Educationally backward districts with female literacy below the

national average, and

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 Districts where Total Literacy Campaigns (TLC) has been

successfully leading to enhanced demand for elementary education.

Initially the programme covered the 9 states covering 129 districts.

DPEP at its peak was operational in 273 districts in states. However,

with the progressive closure of different phases of the programme, it

now exists in 129 districts only.

55) Implementation of SSA in the first two years of the Tenth Plan

has seen significant developments in the field of education sector.

There has been a particular emphasis in these two years to ensure

that all out of school children are brought to school through multi-

pronged strategies. The focus has been on improving the existing

infrastructure of regular schools as well as on alternate strategies for

mainstreaming children who are left out of the schooling process

due to a number of reasons. Towards the objective of improving the

infrastructure, arrangements have been made to open more than

80,000 new schools and appointing around 4.5 lakh teachers in the

last two years. Further, physical infrastructure has been sought to

be improved through provision of more than 1 lakh additional

classrooms, around 60,000 school buildings, 1 lakh toilets and

75,000 drinking water facilities. With the objective of improving the

quality of teaching and classroom atmosphere, grants are given to

all teachers for developing teaching learning materials, 20 day

training is expected to be given to all teachers and free textbooks

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 distributed to all girls and children belonging to scheduled castes

and scheduled tribes. As a result of all these interventions, the

number of out of school children has come down from 3.5 corers in

2001 to 2.3 corer in the beginning of 2003-04. The Annual Plans

under SSA during 2002-03 and 2003-03 and physical items approved

in 2002-2003 and 2003-04 shown below.

Table 6.2 Approved Annual Plans under SSA During 2002-03

and 2003-04

2002-2003 2003-04

No. of Districts 592 596

Amount Approved under SSA (Rs. in crore) 3411 crore 8547 crore

Amount Approved under DPEP (Rs. in crore) 2291 crore 1253 crore

Total Amount Approved (Rs. in crore) 5702 crore 9600 crore

56) Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a Programme of

the Government of India, implemented in partnership with the State

Governments with the main objective to make secondary education

a good quality available, accessible and affordable to all young

persons. The scheme seeks to enhance enrolment in classes IX and

X by providing a secondary school within a reasonable distance of

every habitation, to improve quality of education imparted at

secondary level by ensuring all secondary schools conform to

prescribed/ standard norms, to remove gender, socio-economic and

disability barriers and to achieve universal access to secondary level

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 education by 2017, i.e. by the end of the 12th Five Year Plan. RMSA

was launched in 2009, funded through national resources (central

government + state government) and now has tied up for external

funding by Development Partners (DP) – World Bank‘s International

Development Association (IDA), United Kingdom‘s – Department of

International Development (DFID) and European Union (EU). As part

of the agreement for external aid from the DPs which came into

effect in November, 2012, the Joint Review Mission (JRM) is to be

conducted every six months in the months of January and July each

year. The January Mission undertakes States visits, while the July

mission is a desk review. The field visits to the selected States/UTs

implementing RMSA will be by a Joint team of nominees of both the

GoI and the DPs, after which there will be discussions on the

findings of the State visits followed by report writing and wrap up in

which the Education Secretaries/SPDs of the States will also be

participating.

57) One of the most crucial aspects of the RTE is a strong monitoring

system. The central government has — via notification dated 29

March 2010 — constituted the National Advisory Council (NAC) under

the RTE Act, 2009 (PIB 2010). The RTE Act provides for mechanisms

for monitoring its implementation, including the following. (a) The

National Commission for Protection of Child Rights (NCPCR) and the

State Commissions for Protection of Child Rights (SCPCRs) have been

empowered to protect and monitor the rights of children under the

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 Act; (b) in States where the SCPCR is not constituted, the state

government may constitute an authority to perform the functions of

the SCPCR under the Act; (c) any person with any grievance relating

to right of the child under the Act can make a written complaint to

the local authority, which shall decide the matter within a period of

three months; and (d) the School Management Committee (SMC)

constituted under the Act is empowered to monitor the working of the

school. As per the RTE Act, 2009, every school other than an unaided

private school shall constitute an SMC, which will perform various

functions including preparation of the school development plan. At

least three-fourths of the members of SMCs shall be parents or

guardians, with a proportionate representation of parents and

guardians of children belonging to disadvantaged groups and weaker

sections, and 50 per cent of the members shall be women.

From the above it is revealed that RTE Act has been launched very

recently in the country wide; hence its impact may be observed after

few years.

6.4 CONCLUSION

In the present research work attempt have been made to analyze the

various commissions and Committees which had contributed a lot in the field

of education in India. Before the British had entered into the India there was

traditional education system prevailing at that time; but modern shape of

education was given by the East India Company in India since 1813 through

the historic Charter Act. From that time East India Company and British

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Government formed various Commissions and Committees to make

education accessible for the general people; but some of the Commissions

and Committees could success and some of them could not success due to

lack of efforts, finance, government policy, public consciousness and other

reasons. In the same way after Independence of India also government of

India have been taking a number steps to make education for all or to make

some provision so that general people can access education at the minimum

cost or in some cases at free of cost. Here also due to lack of efforts,

finance, public consciousness and other reason cent percent success did not

get by the various Commissions and Committees.

In the present study the researcher has tried to analyze these

Commissions and Committees their objectives of forming these

Commissions, their recommendations, programme of action and attempted

to know how far these recommendations relating to the school education

have been successful during that time. From the study it is found that there

are some Commissions and Committees which had contributed a lot in the

field of education such as- Hunter Commission, Hartog Committee, Curzon‘s

Policy, Mudaliar Commission, Kothari Commission and National Policy of

Education 1986. The present study has a great importance in the field of

educational history of India; and for the students of Education, Policy

makers, Social thinkers, Educationist, Teachers, Administrators and any

other concerned individuals.

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 It is revealed that the Government of India has constituted a good

number of committees, commissions, policies and initiatives have been

taken up by the government before and after independence to promote and

develop the whole educational scenario of the country. But very few

Education Commissions and Committees are successful in the

implementation of the recommendations given by those Commissions and

Committees. It is worthwhile mention here is that around 100 commissions

and committees regarding education have been formed in the country after

independence; but still education system in our country is not comparable to

any other developed country of the world. Especially the condition of school

education is very wretched in the country.

It is also revealed that the majority of the research studies in the field

of school education have been attempted to study about the historical

development of primary education and secondary education before and after

independence in different states of the country. Again it is found by the

researcher that few of the study have attempted to study the various

problems found in primary and secondary education such as- wastage and

stagnation problem, then role of different organization or body in the

development of primary and secondary education such as contribution of

missionaries in the development of education, besides these it is again

found that few studies have attempted to find out different stages of

development of primary and secondary in different states in particular and

India as a whole.

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 Out of all the above discussed commissions and committees there are

few of them are successful in the field of education in India. As a result of

these the present structures of education have been continuing from the

long time. In this regard few of the successful commissions and committee‘s

name may be mentioned in school education, such as-Modaliar Commission,

Kothari Commission, National Education Policy 1968, National Education

Policy 1986, NPE revised 1992 and various schemes under central

government may be mentioned. Such as-SAA 2001, RTE 2009, RMSA,

Kasturba Gandhi Valika Vidyalaya, Navodaya Vidyalaya, Central School, SKP,

LJ and other such schemes.

Hence, it may be concluded that programme and policy developing

should not be the government job, rather how these can be implemented

appropriately that should be keep in mind by everybody. Success of any

programme is depending on the successful implementation the programme.

6.5 SUGGESTIONS FOR FURTHER RESEARCH

Due to certain limitations of the present investigation, the obtained

results might not fully explain all the areas Indian education in general and

school education in particular. Some further researches were therefore,

necessary which could be generalized over all the programmes initiated by

the Government of India. Hence, some valuable recommendations for the

further researches were recommended for future researchers in this field.

Some of them were appended below for the further studies.

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(i) Researches may be conducted only on Primary education and

Secondary education separately to prepare a clear sketch on it.

(ii) Researches may also be conducted on Higher Education aspects.

(iii) Researches may be conducted on the Five Year Plans and its

impact on education in all levels, such as pre-primary, primary,

secondary, Higher Education, Teacher Education, Woman

Education, Adult Education, Population Education, Non-Formal

Education etc.

(iv) Researches may also be conducted on the financial aspects of

education in India taking all the levels of Education.

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