1.INTRODUCTION
Kothari Education Commission, 1964-66, which was the
sixth commission in the history of commission in India. The Five Years Plan,
started after independence helped the growth of the country in many areas.
However, the execution of these plans expresses the inherent weakness due to
which the expected success was not being achieved. Education appeared to be one
of areas which indicated many problems that needed our efforts for immediate
solutions. The government was fully aware of the situation. Hence after the
attainment of independence the two commissions viz ., Radhakrishnan of 1948 and
Mudaliar Commissions of 1952, were appointed . These Commissions submitted
their reports and same of the recommendations of the Commissions were
implemented. Hence there was much to be done in the field of education. Hence,
the Government of India appointed another Commission in 1964, which is
popularly known as Kothari commission.
In the opinion of the commission it is necessary that
intensive and continued efforts be made to raise the economic, social and
professional status of the teachers in order to attract young men and women of
ability to the profession and to retain them in it as dedicated enthusiastic
and contented workers. This can be done to a very limited extent only, through
appealing to motives such as love of children or of teaching, interest in
academic work or research, idealism and desire for service, which attract a
small proportion of able young persons to the teaching profession. Opportunities
for professional advancement and favorable conditions of service and work are
imposed to attract the people.
2. APPOINTMENT OF THE COMMISSION
The Commission was
appointed under provision of a resolution of the Government of India, dated
14th July, 1964. The Commission included eminent educationists in diverse
fields from India and abroad. It consisted of total 17 members, where 14
members, 1 member - secretary, 1 Associate - Secretary and Dr. D.S. Kothari,
chairman of the U.G.C. was appointed as the chairman of the commission.
Therefore, it is also known as the Kothari Commission. Among the members of the
commission 5 educationists were from England, America, France, Japan and
Russia. J.P. Naik was appointed as number secretary of the commission and J.F McDougall
as associated secretary.
3. RECOMMENDATIONS
Education and National Aims,
Change in Education, Reorganization of Education, National Reconstruction and
Education, Achievement of National Goals, Increasing Productivity, Social and
National Unity, Modernization of Education, Development of Personality.
4. QUALITY AND ENHANCEMENT
OF TECAHERS
1. The economic
condition of teachers should be improved. The central government should fix up
their grades and should give financial assistance to states.
2. Equal pay for equal
work should be followed for teachers in all educational institutions.
3. The pay- scale of
teachers should be rationalized within ten years.
4. The salaries of teachers of universities and
affiliated colleges should be suitably raised corresponding to the nature of
the work.
5. TEACHERS’ TRAINING
The commission has
criticized the existing pattern on training. It has recommended that the
pattern should be modernized and its curriculum be made more practical. In
order to remove the defects of the commission has suggested the following
measures:
1. At the university
level education should be made independent branch of study and advanced
research should be encouraged in it.
2. 2. Extension services
should be started in teachers’ training institutions. The pupil teachers should
be sent in good schools for practice teaching.
3. 3. Well qualified and
able teachers should be appointed in training colleges.
4. 4. Teacher’s
Education Boards should be organized for determining the standard of teachers
training curriculum and other related programmes
5. Modern techniques
should be adopted for evaluation in education.
6. DURATION OF TRAINING
According to the
commission the training period of
graduates should be one year at first, but later all it should be made of two years.
The post graduate degree in education should be given after studies of one year
and a half.
7. REORGANIZATION OF
TEACHERS’ TRAINING INSTITUTIONS
1. For teachers training
institutions able persons with Ph. D degree or two post graduate degrees in
school subject or with post graduate degree in education should be appointed.
2. The pupil- teachers
should be given free training and they should also be given some stipends.
3. Teachers training
should also be imparted through correspondence. Summer course should be
instituted for teachers.
4. Good school should be
selected for practice teaching. The pupil – teachers should be given hostel and
study – facilities.
8. IMPROVING PROFESSIONAL
EDUCATION
Improvement in the quality
of teacher education is a programme of great importance. This can be done
through:-
1. organized well
planned subject orientation or content
courses , in collaboration with university department or post – graduate
colleges , leading to insight in to basic concepts , objectives and
implications of the subjects;
2. introducing
integrated courses of professional education in the universities
3. vitalizing
professional studies based upon Indian conditions through the development of
educational research;
4. using improved
methods of teaching which include continuous internal assessment of practical
and seasonal work besides practice of teaching;
5. developing special
courses and programmes and
6. revising the
curricula and programmes at all levels
of fundamental objectives.
9. IMPROVING THE QUALITY
OF TRAINING INSTITUTIONS
Early steps are required
to improve training institutions for teachers on the following lines:
10. SECONDARY TEACHERS—(a)
The staff of secondary training colleges should have a double Master’s degree
in an academic subject and in education.
(b) Qualified specialist teachers, though possessing on professional
training, be appointed for the subjects like psychology sociology, mathematics
or science.(c) The in- service training of staff should be organized in summer
institutes.(d) No student should be allowed to specialize in the teaching of a
subject unless he has studied it for his first degree or equivalent examination
before joining the training institute.(e)efforts should be made to recruit
first and good second class students into teacher training institutions and
adequate scholarships should be given to them.
11. PRIMARY TEACHERS – (a) The staff in the institutions
which train primary teachers should possess a Master’s degree either in
Education or in an academic subject besides undergoing special induction
courses in teacher education at the primary level,(b) New appointments of
primary teachers should be limited to those who have at least ten years of
general education.(c)Special courses should be organized for graduates entering
into primary teaching.
12.GENERAL—(a) there
should be no tuition fees and liberal provision be made for stipends and
loans,(b) Every training institute should have an experimental or a
demonstration school attached to it.(c) proper hostel facilities for the
trainees and the staff should be provided,(d) The libraries laboratories, and
workshops need be improved.
13. EXPANSION OF TRAINING
FACILITIES--
1. Each state should
prepare a plan that the output of trained teachers meet the demand for teachers
and also the needs for in – service education
2. The facilities for
part time or correspondence courses should be provided on a large scale and
care should be taken to see that the standards in full- time institutions are
not diluted,
3. Untrained teachers
should be removed away methodically
4. The size of the
institutions should be fairly large and they should be located on a planned
basis.
14. IN- SERVICE EDUCATION
OF SCHOOL TEACHERS- The universities, training institutions and teacher’s
organizations should organize in service education. The object should be that
every teacher should receive at least two or three months in- service training
in every five years of his service.
15. TEACHERS IN HIGHER
EDUCATION- (1) Some orientation to
professional education is necessary for junior lectures in higher education,
(2) The newly appointed lectures should be given some time to acclimatize
themselves to the institution and should receive encouragement for attending
the lectures of good teachers.(3) Regular orientations courses be organized in
universities and in the colleges where there is possibility of successful
holding of the courses.
16. STANDARDS IN TEACHERS
EDUCATION –(1) At the national level
the U.G.C. should be responsible for the maintenance of standards in teacher
education,(2) The U.G.C.need be in possession of adequate funds for improving
the teacher education in the universities,(3) The government of India should
provide funds in the centrally sponsored sectors to assist State governments to
develop teacher education, which is now outside the universities.
17. CONCLUSION
In the opinion of the
Commission there should be sound programme of professional education of
teachers, if qualitative improvement of the education is aimed at. In the
absence of other influences a teacher tries to teach his wards in the same way
in which he himself was taught and thus tends to perpetuate the traditional
method of teaching. In the present
conditions, when new and dynamic methods of instructions are necessary
this method can be modified only by effective professional education, which
will initiate the teachers to the needed revolution in teaching and thus make a
beginning for the future professional growth.
REFERENCES
1.Chaube S.P (2007),History of Indian Education,Jyoti
Printing Press Agra.
2.Shukla U.C, Rai B.C
, Kothari Commission Report,Published by Prakashan Kendra, Luknow.
3.Sharma Ram Nath (2001),Indian
Education Into Millennium, Shubhi Publications.
4.Dr.Sharma,History
of Education In India, lakshmi Narain Agarwal, Educational publishers, Agra-3.
5. Rajendra K.Sharma,
Ram Nath Sharma,History Of Education In India, Published by, Atlantic Publishers
and Distributors.
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