How to the “Kothari Commission” ?

Kothari commission was set-up in 1964 under the chairmanship of Dr. DS Kothari. This was the sixth commission in the history of education commission most.

comprehensive in nature. It reviewed almost all aspects of the education system without limiting itself to any one particular aspect.

unlike the commissions that came before and after it.

Another unique feature of the Kothari commission was its international composition.

Apart from 11 Indian members, it had members from 5 other countries such as USA, UK, USSR, France and Japan.


NEED for appointment of commission:

1) Need for a comprehensive policy of education in spite of no. of education committees after independence, satisfactory progress would not be achieved.

2) Need for detailed study even though a good deal of expansion of education facilities took place; it was at the expense of quality.

3) Need to emphasize the role of people in national development.

To make people aware that they have a share in the national development along with the government.

4) Need for overview of educational development.

To create more integration between various parts and consider it as a whole not as fragments.

The main task of the Commission was to advise the Government on the national pattern of education and on.

the general policies for the development of education at all stages-ranging from the primary to post.

graduate stage and in all its aspects besides examining.

a host of educational problems in their social and economic context.

The Commission submitted its report to the Government on June 29, 1966.


The main features of the Commission’s report were as follows:

(i) Introduction of work-experience which includes manual work, production experience, etc.

and social service as an integral part of general education at more or less all levels of education.

(ii) Stress on moral education and inculcation of a sense of social responsibility.

Schools should recognize their responsibility in facilitating the transition of youth from the work of school to the world of work and life.

(iii) Nationalization of secondary education.

(iv) Strengthening of the centers of advance study and setting up of a small number of major universities which would aim at achieving highest international standards.

(v) Special emphasis on the training and quality of teachers for schools

(vi) Education for agriculture and research in agriculture and allied sciences should be given a high priority in the scheme of educational reconstruction.

Energetic and imaginative steps are required to draw a reasonable proportion of talent to go in for advance study and research in agriculture science.

Language issues in Kothari Commission:

The development of a proper language policy can greatly assist in strengthening national unity.

The key program will be to develop all Indian languages ​​and to adopt them as media of education at all stages.

At lower primary level, only one language should be studied compulsorily ie mother tongue or regional language.

At the secondary stage (classes IX) the regional language should ordinarily be the medium of education.

Adequate safeguards should be provided for linguistic minorities.

In class XI_XII, a pupil should study at least one language of his choice in addition to the medium of education.

While facilities to study languages, on an optional basis, should be adequately provided at the university-level.

the study of no language should be made compulsory unless such study is an essential part of a prescribed course.

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