KOTHARI COMISSION (1964-1966)

Indian Education Commission (1964-1966), known as the Kothari Commission was a

stride by the administration of India to evaluate the learning framework in India. The
commission took up the work on fourteenth July 1964. The executive of the
commission was Daulat Singh Kothari, at that point the administrator of the University
Grants Commission. The Commission presented the article on 29th June 1966. It
started its activity on second October 1964 and introduced its announcement on 29th
June 1966. It Consisted of 16 Members 11 Indians and 5 Foreign masters. Its principle
point of convergence was to build up the Secondary Education in India

As per Kothari Commission, "One of the imperative social targets of training is to even
out circumstance, empowering the retrogressive or underprivileged classes and
people to utilize instruction as a device for development of their social and monetary
condition".

The most critical and dire change required in training is to change it, to relate it to the
life, needs and yearnings of the general population and in this way make a capable
instrument of social, monetary and social change, important for acknowledgment of
the national objectives. For this reason the commission has proposed the
accompanying targets of training:

GOALS / OBJECTIVES stated by the commission:

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) Vocational education to meet the needs of the industry of agriculture.
d) Improving scientific and technological research and education at university level.

2) Education for an accelerating process of modernization:

a) Adopting new methods of teaching

b) Proper development of instruct attitudes and values and building essential skills
like independent study.
c) Educating people of all straits 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 language.
 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) Presenting before students high ideas of social justice and social service.

NATIONAL POLICY ON EDUCATION (1986)

The Parliament of India, amid its Budget session in 1986 examined and embraced the
"National Policy on Education 1986." This program of Action was attempted by
prominent educationalists, specialists and senior agents of Central and State
Government.

Aims/Objective of National Policy on Education :

according to the National Policy on Education (1968), the point of instruction is "to
advance national advance, a feeling of regular citizenship and culture and to fortify
national incorporation".

It laid weight on "the requirement for a radical remaking of the instructive

framework to enhance its quality at all stages, and give significantly more
noteworthy consideration regarding science and innovation, the development of
good esteems and a nearer connection amongst training and the life of the general
population."

The National Policy on Education (1986) fortified these means to express that
instruction should facilitate the objectives of communism, secularism and majority
rules system revered in the Constitution of India.

Education should endeavor to advance esteems, for example, India's basic social
legacy, populism, majority rules system and secularism, uniformity of the genders,
security of the earth, expulsion of social hindrances, recognition of little family
standards and teaching of logical temper.

Education should cultivate among understudies on comprehension of the assorted

social and social qualities of the general population living in various parts of the
nation.
 Minimum levels of learning for each phase of instruction ought to be given to
guarantee the nature of training.

To advance value, instructive open door ought to gave regarding access to training
and additionally the conditions essential for progress.

Universalization of essential training, add up to proficiency, grown-up instruction

and arrangement of more extensive open doors for proceeding with instruction are
additionally a portion of the points of training.

To give chances to those areas of the general public which can't benefit of formal
training, an entrance to instruction through open and separation learning

To set up arrange between various establishments in the nation in order to

encourage innovative work, training in science and innovation and investment in all
exercises of national significance.