GOVERNMENT COLLEGE OF NURSING, BILASPUR (C.

G
( SESSION 2021 -2022)

SUBJECT - NURSING EDUCATION

TOPIC ON

EDUCATIONAL REFORMS AND NATIONAL EDUCATIONAL

POLICY VARIOUS EDUCATIONAL COMMISSIONS REPORTS

SUBMITTED TO SUBMITTED BY
MRS. JANET NAND PADMINI SINHA
MSc. (CHILD HEALTH NURSING) MSc. NURSING 1ST YEAR
DEMONSTRATOR
EDUCATIONAL REFORMS AND NATIONAL EDUCATIONAL POLICY VARIOUS
EDUCATIONAL COMMISSIONS REPORTS

INTRODUCTION OF EDUCTIONAL REFORMS -

The British succeeded in crushing the Indians physically, yet they could not change the
Indian’s mental defiance. One of the sparks that emanated from the fire of revolution was that
of educational revolution. It was decided to impart education of nationalism, cooperation and
social unity, besides various other subjects. It also aimed at creating in the student love for
country, society, independence and for human beings & boycott communalism and
untouchables.

DEFINITION – The ultimate word reform means to develop, reconstruct, transform &
improve a system of education. A reform consists of changes & improvement to a law, social
system, or institution. For ex: examination reforms.

NEED OF REFORM IN EDUCATION SYSTEM - There was no national system of

education in our country. Secondly, english language was dominated. Thirdly, aims of
education were too vague. Although, it has failed to keep pace with social, economic, political
& technological progress.

EDUCATIONAL NEEDS OF DEMOCRATIC INDIA - The citizens should inculcate good

habits, attitude & character. Improvement of the productive efficiency. Since, india’s potential
resources with an explosive population of an economically sub-human level. To make
democracy successful for which there is an urgent need for national & emotional integration.
For reorienting the educational system to bring cultural renaissance through expansion of
education.

Reforms are necessary, because they are essential for the pupil to equipped them with
knowledge & skills for the 21st century .the country needed a large number of technicians,
engineers, doctors, scientists and other skilled workers who could impart a new shape to
various things in the developing economy of the country.

aims of education according to national policy on education education is essentially for all.
This is fundamental to all round development, material & spiritual. All students, irrespective
of caste, creed, sex & color, have access to education of comparable quality. The cardinal
principal “education is a unique investment in present & future. The 10+2+3 structure has now
been accepted in all parts of the country.

The national system of education will be based on national curricular framework which
contains a common core along with other components. It is necessary to provide equal
opportunity for promoting equality. special measures for the weaker sections of the society,
i.e., st, sc. & obc education for minorities & handicapped. Last but not the least adult education.

many committees & commissions were brought up to propose recommendation to make

changes in educational system. Few of them are:

▪ radhakrishnan committee

▪ mudliyar committee

▪ kothari committee commissions after 1947 the university commission or dr. Radhakrishnan
commission (1948-1949)

secondary education commission on september 23, 1952, the government of india appointed
the secondary education commission under the chairmanship of dr. A.l. swami mud liar.

Education commission (1964- 66) also known as kothari commission

not just education for all but “quality education for all”

npe, (national policy for education) considered as a landmark in the history of education in
india.

Post-independence reforms higher education & research economic & social planning
vocational &technical training of labor free & compulsory education. Religious education.
Education of minorities education of schedule caste education of anglo indian community

instruction in mother tongue development of hindi language

institute of national importance

The banaras hindu university .the aligarh muslim university. The delhi university.

institutes of scientific & technical education financed by govt. Of india are of national
importance.

the university grants commission (ugc) of india is a union government body that provides
funds for government-recognized universities and colleges .it is the body that provides
recognition for universities in India. Its central office is in new Delhi, and it also has a southern
regional office in Hyderabad.

ugc conducts net exams for the appointments of teachers in colleges and universities,
nevertheless, some year’s back the net had been exempted those having m Phil degree to teach
at graduation level. However, PhD holders can teach at post graduation level since June 2006.
Recognition for universities in India. Its central office is in new delhi, and it also has a southern
regional office in hyderabad22. Ugc conducts net exams for the appointments of teachers in
colleges and universities, nevertheless, some year’s back the net had been exempted those
having m phil degree to teach at graduation level. However, phd holders can teach at post
graduation level since june 2006.

EDUCATION IN PRESENT SCENARIO - Former Prime Minister Man Mohan Singh has
termed the 11th five-year plan as "India's educational plan". The 11th Plan, approved at the
meeting of the National Development Council in December 2007, places the highest priority
on education as a centered instrument for achieving rapid and inclusive growth. The 11th Five
Year Plan presents a comprehensive strategy for strengthening the education sector covering
all segments of the education pyramid It is through universal literacy, access to education and
knowledge-based industrial development that India will believably march ahead to join the
front ranks of the great nations of the world overcoming the challenges of ensuring that
everyone has an access to education and skill building in their activity. The RTE (Right to
Education) Act has come into force with effect from 1.4.2010.

The RTE (Right to Education) Act has come into force with effect from 1.4.2010. Sarva
Shiksha Abhiyan (SSA), which is the main vehicle for implementation of RTE Act . Also seeks
to attain the objective of Universalization of Elementary Education in the age group of 6-14
years In order to strengthen and bring qualitative improvement in school education at
Secondary/Senior Secondary stages the following three centrally sponsored schemes have been
launched during the 11th Five-year Plan

(i) Rastriya Madhyamik Shiksha Abhiyan

(ii) Schemes for setting up of 6000 Model Schools at Block Level as benchmark of excellence

(iii) Scheme for construction and running of Girls’ Hostels for Students of Secondary and
Higher Secondary Schools.
WOMEN EDUCATION IN INDIA

Education is necessary for both men & women. The Radhakrishnan university education
commission says,’ there cannot be an educated people without educated women. Since
independence, there is no doubt that women’s education in India is in progress but still it is
lagging far behind when compared to other countries. Pandit Jawaharlal Nehru also remarked,”
Education of a boy is the education of one person, but education of a girl is the education of
the entire family.

REFORMS IN NURSING :The new state nursing practice act (1972) The practice of
nursing profession service include case findings, health teaching, health counseling &
provision of care support or restoration of life & well-being & executing medical regiments
prescribed by a licensed or otherwise legally authorized physician.

Mandatory & voluntary lice censure Mandatory licensure means all individual who practice
nursing or medicine must get a license. Only individual holding a license are authorized to use
a designated title such as RN Unlicensed individual may work but they cannot use protected
tittles.

Mandatory continuing education & voluntary continuing competence. In most states the
licensed health practitioner has to renew their licenses. There should be continuing programme
& educational opportunities for the development of nursing personnel.

National labor relation act (1974), NLRA. This act was based on our society’s respect for the
dignity of both man & his work. It provides a way through which most health care professionals
& nurse educators have the right to freely form or join a union to meet their goals.

RECENT UPDATES: Madhya Pradesh medical science university, Jabalpur m.p. ayurvigyan
Vishwavidyalaya is the university established under Madhya Pradesh act no. 19 of 2011 “the
Madhya Pradesh ayurvigyan Vishwavidyalaya adhiniyam 2011″for the purpose of ensuring
systematic efficient and qualitative education in medical, dental, nursing, ayurvedic, unani,
homeopathy , yoga, naturopathy, siddha, allied health sciences and other allied subjects at
degree and diploma level.

NURSE PRACTITIONER - Faced with a crippling shortage of healthcare specialists, the

Ministry of Health is planning to introduce nurse practitioners (NPs) in select disciplines such
as oncology, neurology and critical care. ▪ The Indian Nursing Council has finalized the
curriculum for a two-year postgraduate residency programme for NPs.
SOME EDUCATIONAL ORGANISATIONS IN INDIA - M.H.R.D-Ministry of human
resource & development U.G.C-University grant commission NCERT National council of
education & research Centre NIEPA National institute of educational planning &
administration CIET Central institute of educational technology CABE Central advisory
board of education AICTE All India council for technical education

fieldtrips and excursions are important of a curriculum

NATIONAL POLICY ON EDUCTION 1986 ,1992

Education is a crucial factor in raising the standard living of millions all over the world
.therefore many countries have started giving a close look to the educational system . our young
and dynamic former prime minister late Shri Rajiv Gandhi announced his desire to introduce a
new education policy for the country as formulated and announced in 1986 as
THE NATIONAL POLICY ON EDUCATION -1986 . it was soon followed by a detailed plan
of education to implement it and funds for educational development were enhanced .

OBJECTIVES OF NPE -1986

 The main trust of the policy is the man and his /her preparation to the face 21th century.
 The concept of national education system implies that up to given level all students
irrespective of caste, creed , sex etc. have access to education of comparable quality .
 To motivate the younger generation for international cooperation and peaceful
coexistence.
 Encourage the young to understand the discovery of India its image and preparation.
 To provide opportunity to the youth, house wives and participate in projects of national
importance in the areas of research development.

NATIONAL EDUCTIONAL POLICY 1992

Presenting the revised national education policy in both the houses of parliament of May 7
,1992 the human resource department minister Arjun singh stated that the NPE 1986 had stood
best of the few y ears had necessitated certain alteration . it may be recalled that the NPE
1986 had stipulated that the implementation and parameters of the new policy must be reviewed
every five years. Appraisal of short interval will also be maid to ascertain the progress of
implementation and the trends emerging from time to time .

EDUCATION FOR WOMEN - Education will be used as an agent of basic change in the
status of woman. There will be a well-conceived edge in favor of women. The National
Education System will play a positive, interventionist role in the empowerment of women.
The removal of women's illiteracy and obstacles inhibiting their access to and retention in,
elementary education will receive overriding priority, through o provision of special support
services o setting of time targets, o effective monitoring.

Major emphasis will be laid on women's participation in vocational, technical and professional
education at different levels.

EDUCATION OF SCHEDULED CASTES - The central focus is their equalization with

the non SC population at all stages and levels of education. Measures include Incentives to
families to send their children regularly top school till the age of 14 Pre-metric scholarships
schemes Recruitment of teachers from scheduled castes Constant innovation in finding new
methods to increase the participation of scheduled castes in educational process.

EDUCATION OF SCHEDULED TRIBES - Priority will be accorded to opening primary

schools in tribal areas. Educated and promising scheduled tribes youth to take up teaching in
tribal areas

INCENTIVES SCHEMES Anganwadis, non formal and adult education centers will be
opened on a priority basis in areas inhabited by scheduled tribes. Curriculum designed to create
an awareness of rich culture identity of tribal people.

EDUCATION FOR HANDICAPPED The objective should be to integrate the physically

and mentally handicapped with the general community as equal partners, to prepare them for
normal growth and to enable them to face life with courage and confidence. The following
measures will be taken in this regard :

Wherever feasible, the education of children with motor handicaps be common with that of
others. Special schools with hostels will be provided, for the severely handicapped children.
Adequate arrangements to give vocational training to the disabled.

Teachers' training programmes to deal with the special difficulties of the handicapped children
Voluntary effort for the education of the disabled, will be encouraged in every possible manner
OTHER EDUCATIONALLY BACKWARD SECTIONS AND AREAS

Suitable incentives will be provided to all educationally backward sections of society,

particularly in the rural areas. Hill and desert districts, remote and inaccessible areas and islands
will be provided adequate institutional infrastructure.

MINORITIES Some minority groups are educationally deprived or backward. Greater

attention will be paid to the education of these groups in the interests of equality and social
justice. Comprehensive programmers of post-literacy and continuing education will be
provided for youth who have received primary education with a view to enabling them to retain
and upgrade their literacy skills, & for the improvement of their living and working condition

MINORITIES :PROGRAMMERS - (a) Establishment of continuing education centers of

diverse kind to enable adults to continue their education of their choice.

(b) Workers' education through the employers, trade unions and government;

PROGRAMMES IN NPE:-

EDUCATION FOR E QUALITY - The new policy will lay special emphasis on the removal
of disparities and to equalize educational opportunity by attending to the specific needs of those
who have been denied equality so far.

Wider promotion of books, libraries and reading rooms, Use of radio, TV and films as mass
as well as group learning media ,Creation of learners' groups and organizations and
Programmers of distance learning.

ADULT EDUCATION - Programmes of adult education includes establishment of centers

in rural areas for continuing education, workers' education through the employers, trade unions
and concerned agencies of government.

post-secondary education institutions wider promotion of books, libraries and reading rooms;
- Use of radio, TV and films, as mass and group learning media.

Creation of learners group & organization programmes of distance learning.

REORGANIZATION OF EDUCATION AT DIFFERENT STAGES

EARLY CHILDHOOD CARE & EDUCATION : the national policy on children specially
emphasizes investment in the development of the young child. Recognizing the holistic nature
of child development, early childhood care and education (ECCE) receive high priority and
integrated with the integrated child development. services programmed.

Programmers of ECCE will be child-oriented, focused around play and the individuality of the
child. A full integration of child care and pre-primary education will be brought about
strengthening factor for primary education and for human resource development in general. In
continuation of this stage, the school health programmed will be strengthened.

ELEMENTARY EDUCATION The new thrust in elementary education will emphasize two
aspects universal enrolment and universal retention of children up to 14 years of age a
substantial improvement in the quality of education

CHILD CENTERED - A warm, welcoming and encouraging approach, in which all

concerned share a solicitude for the needs of the child, is the best motivation for the child to
attend school and learn.

CHILD CENTERED - First generation learners should be allowed to set their own pace and
be given supplementary remedial instruction. As the child grows, the component of cognitive
learning will be increased and skills organized through practice

SCHOOL FACILITIES - Provision made for essential facilities in primary schools,

including.

- At least two reasonably large rooms that are usable in all weather,
- The necessary toys, blackboards, maps, charts, and other learning material.
- At least two teachers, one of whom a woman, should work in every school.

NON - FORMAL EDUCATION - A large and systematic programmed of non-formal

education will be launched for school drop-outs, for children from habitations without schools,
working children and girls who cannot attend whole- day schools

Modern technological aids to be used to improve the learning environment of new centers.
Talented and dedicated young men and women from the local community will be chosen to
serve as instructors, and particular attention paid to their training.
Steps will be taken to facilitate their entry into the formal system in deserving cases.
All necessary measures will be taken to ensure that the quality of non-formal education is
comparable with formal education.

NEP programmers will provide participatory learning environment, and activities such as
games and sports, cultural programme etc.

SECONDARY EDUCATION - Secondary education begins to expose students to the

differentiated roles of science, the humanities and social sciences and give them opportunities
to understand their constitutional duties and rights as citizens

Conscious internalization of a healthy work ethos and of the values of a humane and composite
culture will be brought about through appropriately formulated curricula.

Access to secondary education will be widened to cover areas unserved by it at present. In other
areas, the main emphasis will be on consolidation.

VOCATIONALIZATION - These elements are meant to enhance individual employability

to reduce the miss-match between the demand and supply of skilled manpower to provide an
alternative for those pursuing higher education without particular interest or purpose.

Vocational education will be a distinct stream, intended to prepare students for identified
occupations These courses will ordinarily be provided after the secondary stage, but may also
be made available after Class VIII.

The establishment of vocational courses or institutions will be the responsibility of the

Government as well as employers in the public and private sector.

HIGHER EDUCATION - Courses and programmes will be redesigned to meet the demands
of specialization better.

Special emphasis will be laid on linguistic competence. There will be increasing flexibility in
the combination of courses.

Provision will be made for minimum facilities and admission will be regulated according to
capacity. Audio-visual aids and electronic equipment will be introduced as effective teaching
method, teacher orientation will receive attention. This will require preparation of teachers at
the beginning of the service as well as continuing education thereafter. Teachers' performance
will be systematically assessed. All posts will be filled on the basis of merit.
Research in the universities will be provided enhanced support , Suitable mechanisms will be
set up by the UGC for coordinating research in the universities, particularly in thrust areas of
science and technology

OPEN UNIVERSITY - The Open University system has been initiated in order to augment
opportunities for higher education and as an instrument of democratizing education

OPEN UNIVERSITY - The Indira Gandhi National Open University, established in 1985 in
fulfillment of these objectives, will be strengthened. This powerful instrument will have to be
developed with care and extended with caution

DELINKING JOBS FROM DEGREE The proposal cannot be applied to occupation-

specific courses like Engineering, Medicine, Law, Teaching etc. De-linking will be applied in
services for which a university degree need not be a necessary qualification.

Its implementation will lead to a re-fashioning of job- specific courses and afford greater
justice to those candidates who, despite being equipped for a given job, are unable to get it
because of an unnecessary preference for graduate candidates.

RURAL UNIVERSITY - The new pattern of the Rural University will be consolidated and
developed on the lines of Mahatma Gandhi's revolutionary ideas on education so as to take up
the challenges of micro- planning at grassroot levels for the transformation of rural areas.
Institutions and programmes of Gandhian basic education will be supported.

INNOVATION, RESEARCH AND DEVELOPMENT

At producing quality manpower capable of taking up r & d functions. Research for

development will focus on improving present technologies, developing new indigenous ones
and enhancing

Research as a means of renovation and renewal of educational processes will be undertaken

By all higher technical institutions. It will primarily aim Graduates of vocational courses- will
be given opportunities, under predetermined conditions, for professional growth, career
improvement and lateral entry into courses of general, technical and professional education
through appropriate bridge courses.

production and productivity. A suitable system for watching and forecasting technology will
be set up

Importantly, to become catalysts of a nation-wide programme of school improvement.

- The scope for co-operation, collaboration and networking relationships between institutions

- At various levels and with the user systems will be utilized Proper maintenance and an attitude
of innovation and improvement will be promoted systematically.

PROMOTING EFFICIENCY AND EFFECTIVENESS AT ALL LEVELS

As technical and management education is expensive, the following major steps will be taken
for cost-effectiveness and to promote excellence high priority will be given to modernization.
However, Modernization will be undertaken to enhance functional efficiency and not for its
own sake or as a status symbol.

institutions will be encouraged to generate resources using their capacities to provide services
to the community and industry. They will be equipped with up-to-date learning resources,
library and computer facilities.

Adequate hostel accommodation will be provided, specially for girls. Facilities for sports ,
creative work and cultural activities will be expanded. More effective procedures will be
adopted in the recruitment of staff. Career Opportunities, service conditions, consultancy
norms and other perquisites will be improved.

The curricula of technical and management programmes will be targeted on current as well as
the projected needs of industry or user systems. Active interaction between technical or
management institutions and industry will be promoted in programme , Planning and
implementation, exchange of personnel, training facilities and resources, Research and
consultancy and other areas of mutual interest

Excellence in performance of institutions and individuals will be recognized and rewarded.

The emergence of substandard and mediocre institutions will be checked. A climate conducive
to excellence and innovation will be promoted with full involvement of the faculty.

Select institutions will be awarded academic, administrative and financial autonomy of

varying degrees, building in safeguards with respect to accountability. Networking systems
will have to be established between technical education and industry, r & d organizations ,
programmes of rural and community development, and with other sectors of education with
complementary characteristics.
BOOKS AND LIBRARIES - The availability of books at low prices is indispensable for
people's education. Effort will be made to secure easy accessibility to books for all segments
of the population. Measures will be taken to improve the quality of books, promote the reading
habit and encourage creative writing

MEDIA AND EDUCATIONAL TECHNOLOGY

Educational technology will be employed in the spread of useful information, the training and
re-training of teachers, to improve quality, sharpen awareness of art and culture, etc., both in
the formal and non-formal sectors. Maximum use will be made of the available infrastructure.
In villages without electricity, batteries or solar packs will be used to run the programme.

The media have a profound influence on the minds of children as well as adults. An active
movement will be started to promote the production of children's films of high quality and
usefulness.

WORK EXPERIENCE - Work experience, viewed as purposive and meaningful manual

work, organized as an integral part of the learning process and resulting in either goods or
services useful to the community, is considered as an essential component at all stages of
education, to be provided through well-structured and graded programmes.

The implementations of the various parameters of the new policy must be reviewed every five
years, appraisal at short intervals will also be made to ascertain the progress of implementation
and trends emerging from time to time.

Deep concern had been shown by the prime minister in formulation of NPE. The nationwide
debate was conducted for the formulation of the policy.

The program of action was checked out. The ministry of education was renamed as ministry
of Human Resource Development The policy is decentralization.

Equality of educational opportunity Vocational & Technical education has received a very high
priority. The policy emphasizes recruitment of teachers of on merit improvement.

LIMITATIONS - Neglecting the neighborhood school’s concept Multiplication of authorities

No place for basic education.

Silence over the existence of public schools & their commercilation Financial implication of
the implementation of educational reforms haven’t been worked out.
SECONDARY EDUCATION COMMISSION - On September 23, 1952, the Government
of India appointed the Secondary Education Commission under the Chairmanship of Dr. A.L.
Swami Mud liar.

education commission (1964- 66) also known as Kothari commission

not just education for all but “quality education for all”

npe,(national policy for education) considered as a landmark in the history of education in

india.

post-independence reforms higher education & research economic & social planning
vocational &technical training of labor

free & compulsory education. Religious education education of minorities education of

schedule caste education of Anglo-Indian community

instruction in mother tongue development of Hindi language

The Banaras Hindu University The Aligarh Muslim University The Delhi University.

Institutes of scientific & technical education financed by Govt. of India are of national
importance

The University Grants Commission (UGC) of India is a Union government body that provides
funds for government-recognized universities and colleges .It is the body that provides
recognition for universities in India. Its central office is in New Delhi, and it also has a southern
regional office in Hyderabad.

UGC conducts NET exams for the appointments of teachers in colleges and universities,
nevertheless, some year’s back the NET had been exempted those having M Phil degree to
teach at graduation level. However, PhD holders can teach at Post Graduation level since June
2006.

EDUCATION IN PRESENT SCENARIO Former Prime Minister Man Mohan Singh has
termed the 11th five-year plan as "India's educational plan. The 11th Plan, approved at the
meeting of the National Development Council in December 2007, places the highest priority
on education as a centered instrument for achieving rapid and inclusive growth.
The 11th Five Year Plan presents a comprehensive strategy for strengthening the education
sector covering all segments of the education pyramid.

It is through universal literacy, access to education and knowledge-based industrial

development that India will believably march ahead to join the front ranks of the great nations
of the world overcoming the challenges of ensuring that everyone has an access to education
and skill building in their activity. The RTE (Right to Education) Act has come into force with
effect from 1.4.2010.

The RTE (Right to Education) Act has come into force with effect from 1.4.2010. Sarva
Shiksha Abhiyan (SSA), which is the main vehicle for implementation of RTE Act

Also seeks to attain the objective of Universalization of Elementary Education in the age group
of 6-14 years in a time bound manner.

In order to strengthen and bring qualitative improvement in school education at

Secondary/Senior Secondary stages the following three centrally sponsored schemes have been
launched during the 11th Five-year Plan: (i) Rastriya Madhyamik Shiksha Abhiyan

(ii) Schemes for setting up of 6000 Model Schools at Block Level as benchmark of excellence;
and

(iii) Scheme for construction and running of Girls’ Hostels for Students of Secondary and
Higher Secondary School

Mandatory & voluntary lice censure Mandatory licensure means all individual who practice
nursing or medicine must get a license. Only individual holding a license are authorized to use
a designated title such as RN Unlicensed individual may work but they cannot use protected
tittles.

RECENT UPDATES - Madhya Pradesh Medical Science University, Jabalpur M.P. Ayur
vigyan Vishwavidyalaya is the university established under Madhya Pradesh Act No. 19 of
2011 “the Madhya Pradesh ayurvigyan Vishwavidyalaya adhiniyam 2011″for the purpose
of ensuring systematic efficient and qualitative education in Medical, Dental, Nursing,
Ayurvedic, Unani, Homeopathy, Yoga, Naturopathy, Siddha, Allied health sciences and other
allied subjects at Degree and Diploma level.
NURSE PRACTITIONER - Faced with a crippling shortage of healthcare specialists, the
Ministry of Health is planning to introduce nurse practitioners (NPs) in select disciplines such
as oncology, neurology and critical care. The Indian Nursing Council has finalized the
curriculum for a two-year postgraduate residency programme for NPs.

some educational organisations in india m.h.r.d-ministry of human resource & development

U.G.C-University grant commission NCERT National council of education & research Centre
NIEPA National institute of educational planning & administration CIET Central institute of
educational technology CABE Central advisory board of education AICTE All India council
for technical education.

REPORT ON EDUCTION COMMISSION –

RADHAKRISHNAS REPORT ON UNIVERSITY EDUCTION – Inter university board

of education and central advisory board of education recommended of India commission on
education in the light of requirements of country and its traditions.

APPOINTMENT OF COMMISSION

The government of India accepted the suggestion on November 4th on university education
commission it is on his name that commission is known as RADHAKRISHNAN
COMMISSION .

AIMS OF APPOINTMENT

The commission was appointed to report on India university education and suggest
improvements and extensions that may be desirable to suit present and

future requirements of the country. The Terms of Reference

The commission was appointed to go into the various aspects of the university education in
India and suggest ways and means for the improvements and reorganization of the university
education, research and other standards of university education, problems of teachers,
curriculum, and medium of instruction, religious education, problems of discipline, health and
residence of the students and such allied problems in the perspective of the national and

international conditions.
 AIMS OF UNIVERSITY EDUCATION
 University has to provide leadership in politics, administrations provisions,
industries and to commerce.
 The university should be organized centers of civilization to train people.
 University education should produce intellectual adventures.
 Universities preserve the culture and civilization of country.
 To discover the innate qualities of a person and to develop them through
training.
 One of the main functions of universities is to bring about the spiritual
development of students.
 Recommendations in regard to teachers.
 The saw that the conditions of teachers were not very satisfactory and
good. Therefore, the commission has made following recommendations.
 The commission was of the view that teachers should have better facilities
of provident fund.
 Universities should provide residential accommodation.
 The age of retirement should be enhanced to 64 years, in case of
proficiency.
 There should be provision for study leave. Improve the salary scale of
teachers. There should 4 classes of teachers. Professors, readers, lectures,
and instructors.
 Promotion of lectures and instructors to teachers and readers should be
2:1.
Suggestions for improvement in the standard of teaching (Admission, Teaching,
Facilities)
 The standards of admission to the university courses should correspond to
that of the present intermediate examination.
 The commission has suggested for opening of a good number of vocational
institutions in order to divert students to various vocations after their d
schooling of 10-12 years.
 The commission has suggested ways and means to check overcrowding at
the university and colleges.
 The division of the session into three terms; each term should be of 11
 weeks duration. There should not be any prescribed textbooks for any
course of study.
 Evening colleges are to be opened for working people.
 Tutorial system should be developed in all the institutions of higher
education and libraries in these institutions should be improved.
Curriculum or Course of Study
The commission was of the view that, 'courses of study are essential expedients
of formal education'. Hence it has suggested the reorganisation of courses of
study in such a way that students may realize the unity of knowledge and
experience.
Phases of education
General education, which includes information and experience of varied nature.
Liberal educations. It is preparation of students for independent thinking for
critical inquiry and for creating the constructive thought and action
Occupational education, it prepares the students for their life work or for other
specialized interest.
POST-GRADUATE TRAINING AND RESEARCH - Recommendations For MA
or MSc, training, the commission has suggested that ,there should be a standardization
of the courses prescribed for the post graduate degrees in the various universities of
the country. A candidate for the MA or M. Sc .degree should show the high degree
of scholarship or achievement in exam. The commission also very much concerned
with the research in different universities.It suggest that students for research leading
to PhD degree should be selected on all India basis.
Recommendation regarding professional education
Radhakrishnan commission was very particular about professional organization .
professional
Teaching of agriculture
We all know that India is essentially an agricultural country. Unless the
agricultural output is sufficient, the country cannot hope to grow and build its
position in the world.
 RECOMMENDATIONS
 Agriculture education should be recognized as major national issue.
 The study of agriculture in primary, secondary and higher education should
be given top priority in national economic planning.
 Agriculture education should be given in a rural setting so that it may
include experience of agricultural life.
 The central and provincial Government should develop experimental
farms.
 The existing agricultural libraries and laboratories should be supported and
expanded to the full extent.
EDUCATION OF COMMERCE
1. Practical work should be given place in the education of commerce. The
student should be given opportunity to undergo practical training in
various kinds.
2. When the students have achieved graduation, some of them should advise
to be specialized in particular profession like accountancy and receive the
practical training.
MEDICINE OR MEDICAL EDUCATION
 Number of admission to a medical college should be restricted to 100.
 Training in the rural centre should be required both in the undergraduate and post-
graduate stages.
 Facilities for research in indigenous system should be provided.
 Public health, engineering and nursing should given great importance.
 Post graduate courses should be offered in certain colleges taking into
account the personnel and equipment essential for the purpose.
Education of engineering and technology
 The existing engineering and technological institutes of the country should
be regarded as the national assets and steps should be taken to improve
the usefulness.
 The number of engineering schools should be increased for training.
 The first year or more of engineering courses should be general in common
to all branches.
Wherever possible the existing colleges will be trained for post graduate
 course and research.
While establishing new colleges of institution inquiry should be done,
Colleges should be closely associated with universities.
Faculties of the engineering should be called as the faculties of engineering
and technology.
LEGAL EDUCATION
The law education should be thoroughly reorganized.
The staff and law faculties should be recruited and controlled by the
universities.
There should be restriction on admission of the students into the faculty of
law. A 3yr degree course was made as a requisite for the admission of law.
It has be recommended that the student pursing degree courses in law
should not be permitted to carry other course.
Opportunity for research is also available
Teaching profession.
The courses of training colleges should be remodeled.
More time should be given to school practice and in evaluating the
performance of students.
 Suitable schools should be used for practical training.
 The qualified staff should be recruited in training colleges.
Religious education
 All educational institutions start working with a few minutes of silent
meditation.
 Central problems of Philosophy of religion are considered.
Education of women
 Education of women should be in conformity with the requirement of
women.
 Women should be given maximum facilities for education.
Medium of instruction
 Steps should be taken for the enrichment and development
of Hindi at earliest.
 Regional languages should be the medium of instruction of higher
education.
 Constructive steps should be taken to develop regional languages and
federal language.

The system of examination

 Commission prescribed objective type question than essay type.
 Every university have full time permanent board of examiners.
 University degree should be required for administrative service.
 Uniform standard of marking.
 Grace marking should be abolish.
Students their activities and welfare
1. Selection of students: This should be made on the basis of achievement
test.
2. Scholarship to equalize opportunity
3. Health and medical care of the students like medical exam, recreational
activities, appointment of the dean etc.
Mudaliar Commission or Secondary Education commission (1953)
After the achievement of independence in India it was needed to change the
pattern of education to cope up with the changes. With the aim in view the
central advisory board of education in 1948 made some recommendations to the
Govt of India. Government of India accepted the recommendations of the board.
on 20th September 1952 secondary education commission was appointed under
the chairman ship of Dr. Lakshmanswami modular, the vice chancellor of madras
university.
AIMS AND TERMS OF REFERENCE
To enquire into and report on the present position of secondary education in
India, in all aspects .
To suggests measure for its re-organization and improvement with particular
reference to
 The aims, organization and content of secondary education Relationship
with higher education.
 Interrelationship of secondary schools.
AIMS OF SECONDARY EDUCATION
 Development of democratic citizenship.
 Development of personality.
 Education for leadership.
 Improvement of vocational capability and efficiency.
 The concept of world citizenship.
REORGANIZATION OF SECONDARY EDUCATION
1. Age limit and time limit The period of secondary education should 7 years and
start in 11 years and finish in 17 years. Division of the period - secondary
education divided into two stages lo
a. Middle or junior secondary or senior basic stage for 3 years.
b. Higher secondary stage for 4 yrs. for 3 yrs.
2. Abolition of intermediate classes.
3. Diversification of the course.
4. Technical schools.
5. Education of the girls.
6. Study of three language.
7. Place of Hindi.
8. Place of English.
RECOMMENDATIONS FOR THE IMPROVEMENT OF CURRICULUM
 The curriculum should touch the life of the students in all point and help in
the development of personality.
 Variety and flexibility should be there in curriculum.
 It should train the student to work for leisure.
 Related to the community life.
 The curriculum should not be split into a number of isolated, un
coordinated watertight subjects, but all the subjects should be
interrelated.
METHOD OF TEACHING
The commission has suggested that it should be dynamic thoroughly rationalized.
in this regard it has made the following recommendations;
a) The method of teaching should not merely aim at imparting knowledge in
through manner.
b) It should try to create in students a desire to do as it as efficiently and honesty
as possible.
 c) In teaching, principles of activity method and project method should be used
in school work.
d) The method should provide opportunities for the students to learn activity and
apply the knowledge acquired in the classroom
e) Clear thinking and expression, both in work and speech, should be stressed
upon in all subjects.
f) The student should be trained to acquire the qualities of group life and cooperative
work.
The commission felt that character building of the students occupies a very
important part in the education set up.
 Education of character is the responsibility of all teachers.
 Close personal contact between the teacher and student should be
established.
 This has also recommended the introduction of self government in all
schools.
 Extracurricular activities must form a part if education programme.
 All the school work are to be made psychologically interesting.
 Students are to be prohibited from participating in politics.
 Scout, guide NCC etc should be encouraged in schools.
 Religious and moral education should be given for character development.
Examination System
IN THIS REGARD THE COMMISSION SHOULD MADE THE
FOLLOWING RECOMMENDATIONS
 Introduce objective test.
 Maintain school records .
 For final evaluation due credit should be given for internal tests.
School Building and Libraries
 It should be outside the noise and bustle of busy life.
 There should be arrangement for class library and general library.
 Trained librarians should be appointed.
Guidance and Counselling in the Secondary Schools
 Trained guidance officers and carrier masters should be appointed.
 The government should provide training for these guidance officers and
 masters.
 Physical Education and Welfare of Students
Teachers and their betterment and teacher training
 The method of selection of teachers should be uniform throughout the
country.
 Only trained teachers should be appointed.
 Probationary period should be one year.
 Teachers of same qualification should get same salary.
 Salary should be in conformity with the cost of living.
 The teacher who teaches in high schools should be graduate and possess
degree education as well.
 The system of triple benefit fund scheme, pension, provident fund, and
 insurance should be introduced for teachers in all the state.
 Teachers children should be given free education.
 Teachers should also be provided with quarters in their working place.
Arbitration boards to look into appeals and grievances of teachers,
disciplinary actions are to be established.
CONCLUSION - Education cannot be developed to the exclusion of other policy initiatives.
The development of infrastructure, better governance, public health improvements, trade
reform, and financial market development – these and others will be needed as well.
The benefits of education require a long gestation period. There may be shortcuts to
establishing educational infrastructure, but shaping people to understand and convey higher
education values and best practice will take decades, as opposed to a few years. For this reason
the Task Force urges policy- makers and donors – public and private, national and international
– to waste no time. They must work with educational leaders and other key stakeholders to
reposition higher education in developing countries. Only then will it produce larger and better
trained pools of graduates and research of higher quality.
 BIBLIOGRAPHY

•Education Commission. 1970. Education and National Development: Report of

The Education Commission (EC). New Delhi: NCERT

•Ministry of Human Resources Development. 1992. National Policy on Education

1986—Programme on Action 1992 (NPE). New Delhi: Government of India.

•Ministry of Human Resources Development. 2010. Report of Committee to

Advise on the Renovation and Rejuvenation of Higher Education (CARHE).

New Delhi: Government of India.

National Knowledge Commission. 2009. National Knowledge Commission—

Report to the Nation (NKC). New Delhi.

•Prime Minister’s Council on Trade and Industry. 2000. Report on A Policy
Framework for Reforms in Education (PFRE). New Delhi: Government of

India.
•University Education Commission. 1950. Report of the University Education

Commission (UEC). New Delhi: Government of India.+

Agarwal, Pawan (ed.). 2012. A Half-Century of Indian Higher Education: Essays

By Philip G. Altbach New Delhi: Sage Publications.

Altbach, Philip G. 1993. Gigantic Peripheries: India and China in World Knowledge System.
Economic and Political Weekly 28 (24): 1220–1225.Ambedkar, B.R. 1936. Annihilation of
caste. bombay. ccnmtl.columbia.edu/

•EMMESS
d. elakkuvana Bhaskar raj nilima

text book of nursing education 2nd edition

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•EMMESS
Shebeer p. Bhaskar
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