INTRODUCTION

• The educational situation on the eve of independence was quite bleak

.The level of educational system was low in all respects vocational and
technical education was poorly developed both at the school and
university stages . To analyse the problem address the issues and to
suggest the ways to upgrade the education system several
commission and committees were constitute in India .
TYPESOF EDUCATION COMMISSIONS
1. University education commission (1948-1949)
2. Secondary education commission (1952-53)
3. The education commission (1964-66)
4. National policy on education (1968)
Dr S Radhakrishnan
A distinguished scholar
Former vice chancellor of Banaras Hindu
university
Second president of India
Professor of eastern religious and ethics
at the university of Oxford
Chairman, University education
commission (1948-49)
Features of Indian education commission
• First education commission of Independence India
• Chairman Dr S Radhakrishnan
• Inaugurated by Abdul kalam Azad ,then minister of education
• The commission consists of 10 members
• Commission report consist of 2 volume – 1 st volume contains
recommendations
2 nd volume contain the data used for the study
Aims
• Suggest improvements and extensions that to suit present and future
requirements of the country
• To produce able citizens who can take up national responsibilities
successfully in various fields
Major recommendations
• Structure of education
• Teaching standards
• Methods of teaching
• Examination reforms
• Religious and moral education
• Medium of instruction
• Introduction to UGC
• Admission
Major recommendations
• Rural universities
• Students activities and welfare
• Women education
Secondary education commission
• In 1952 union government of India
appointed Dr A Laxman swami Mudaliar
as a chairman of secondary education
commission
• Former vice chancellor of madras
university
Aim
• to produce ideal citizens
• To develop capacity for earning money
• Quality of leadership
• To develop human virtues
Major recommendations
• Installation of the higher secondary system with diversified courses
• Three language formula
• Emphasis on educational and vocational guidance
• Improvement in the system of examination
• Improvement in the methods of teaching