Who Appointed The Education Commission?

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Lord Ripon The correct answer is Lord Ripon in 1882.
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Who appointed Indian education Commission 1882?

Hunter Commission Report – Hunter Commission 1882 and 1920 The Hunter Commission of 1882 was presided by Sir William Hunter and was appointed by Lord Ripon, the then viceroy of India. The hunter commission was constituted on 3rd April 1882, after a request of the general council of education was made to Ripon.
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In which year Indian education Commission was appointed?

Please use this identifier to cite or link to this item: http://14.139.60.153/handle/123456789/1277

Title: Report of the Indian Education Commission. Appointed by the Resolution of the Government of India dated 3rd February 1882
Authors:
Keywords: Commission Report Resolution of the Government of India hunter Commission Report
Issue Date: 1882
Publisher: Government Printing, Calcutta
Abstract: On the 3rd February 1882, the Government of India appointed an Education Commission, with a view to enquiring into the working of the existing system of Public Instruction, and to the further extension of that system on a popular basis. The Commission consisted of the twenty-one members and a secretary. A certain number of members were selected from each of the Presidencies and Provinces, excepting. Burma and Assam; and care was taken, in their selection, that they should fairly represent the various races and classes interested in Indian education.
URI: http://hdl.handle.net/123456789/1277
Appears in Collections: Commission and Committee Reports – INDIA

Items in NIEPA Digital Archives are protected by copyright, with all rights reserved, unless otherwise indicated.
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Which was the education related commission in India before independence?

Everything about The Hunter Commission – The Hunter Commission was a commission set up in 1882 to inquire into the state of education in India and make recommendations for its improvement. It was chaired by William Wilson Hunter and included such prominent figures as Lord Dufferin and Sir John Strachey.

  1. The commission’s main purpose was to investigate the state of education in British India and recommend measures for its improvement.
  2. The commission’s report, published in 1883, was highly critical of the state of education in India and made several recommendations for its reform.
  3. One of the most important recommendations of the commission was the establishment of a University Grants Commission (UGC) to oversee the development of higher education in India.

The UGC was established in 1953 and played an important role in developing higher education in India. The commission also recommended the establishment of secondary schools in every district of British India and the setting up a system of examinations to ensure that standards were maintained.
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What were the British Commissions on education in India?

Important British Commissions and Committees Charles Wood Despatch – 1854

Wood’s despatch proposed several recommendations in order to improve the system of education. According to the recommendations, it was declared that the aim of the Government’s policy was the promotion of western education. In his despatch, he emphasised on the education of art, science, philosophy and literature of Europe. In short, the propagation of European knowledge was the motto of the Wood’s Despatch. According to the despatch, for higher education, the chief medium of instruction would be English. However, the significance of the vernacular language was no less emphasised as Wood believed that through the mediums of vernacular language, European knowledge could reach to the masses. Wood’s Despatch also proposed the setting up of several vernacular primary schools in the villages at the lowest stage. Moreover, there should be Anglo-Vernacular high schools and an affiliated college in the district level. Wood’s Despatch recommended a system of grants-in-aid to encourage and foster the private enterprise in the field of education. The grants-in-aid were conditional on the institution employing qualified teachers and maintaining proper standards of teaching.

Hunter Commission – 1882

Hunter Education Commission was a landmark commission appointed by Viceroy Lord Ripon with objectives to look into the complaints of the non-implementation of the Wood’s Despatch of 1854; the contemporary status of elementary education in the British territories; and suggest means by which this can be extended and improved. This commission, headed by Sir William Wilson Hunter, had submitted its report in 1882.

Commission suggestions:

There should be two types of education arrangements at the high school level, in which emphasis should be given on giving a vocational and business education and other such literary education should be given, which will help in admission to the university. Arrangement for emphasis on the importance of education at the primary level and education in local language and useful subjects. Private efforts should be welcomed in the field of education, but primary education should be given without him. Control of education at the primary level should be handed over to the district and city boards.

Hunter Commission of 1882 on Primary Education :

Primary education should be regarded as the education of the masses.Education should be able to train the people for self-dependence. The medium of instruction in primary education should e the mother tongue.Normal Schools should be established for the training of teachers. The curriculum should include useful subjects like agriculture, elements of natural and physical science and the native method of arithmetic and measurement, etc. The spread of primary education for the tribal and backward people should be the responsibility of the Government. Fees should be an example to students on the basis of their financial difficulties.

Raleigh Commission – 1902

Raleigh Commission was appointed under the presidency of Sir Thomas Raleigh on 27 January 1902 to inquire into the condition and prospects of universities in India and to recommend proposals for improving their constitution and working. Evidently, the Commission was precluded from reporting on primary or secondary education. As a result of the report of the recommendations of the Commission the Indian Universities Act was passed in 1904. The main objective of the Act was to improve the condition of education in India and upgrade the system to a better level. The following important changes were introduced for the upliftment of University Education. Universities were empowered to appoint their own staff including the teaching staff. The number of Fellows of a University was limited within 50 to 100. The number of elected Fellows was fixed at 20 for the Bombay, Madras and Calcutta Universities and 15 for others. The Governor-General was now empowered to decide a University’s territorial limits and also affiliation between the universities and colleges. After the implementation of the provisions of the University Act, though the number of colleges declined, yet the number of students increased considerably.

Sadler Commission – 1917

In 1917, the Calcutta University Commission (Sadler Commission) was appointed by the Government of India under the Chairmanship of Mr. Michel Sadler, the Vice-Chancellor of the University of Leeds. All the teaching resources in the city of Calcutta should be organized so that the Calcutta University may become entirely a teaching university. A separate teaching and residential university should be established at Dacca. There was a need for a coordinating agency. Hence an inter-University Board should be set up. Honours courses should be instituted and they should be distinctly different from the Pass courses. Full time and salaried Vice-Chancellor should be appointed to be the administrative head of the university. The Senate and the syndicate should be replaced by the Court and the Executive Council respectively. Universities should be freed from excessive official control. Government interference in the academic matters of universities should stop.

Hartog Commission – 1929

Sir Philip Joseph Hartog committee was appointed by the British Indian government to survey on the growth of education in India. The Hartog committee 1929, had devoted more attention to mass education than the secondary and University education. The Hartog committee highlighted the problem of wastage and stagnation in education at the primary level. It recommended the policy of consolidation instead of multiplication of schools. The duration of the primary course was to be fixed to four years. It recommended for the improvements in quality, pay, and service conditions of teachers and relating the syllabus and teaching methods to the local environment of villages and locality The Hartog committee on education recommended for the promotion of technical and commercial education by universities to control the problem of unemployment. The recommendation of the Hartog committee of 1929 was an attempt for consolidation and stabilization of education. The Hartog committee of 1929 was seen as a torchbearer of the government’s effort to improve the quality of education. However, these recommendations of Hartog committee of 1929 remained only on paper and could not be implemented due to the great economic depression of 1930-31.

Sargent Plan – 1944

The Sargent plan of education came after Sir John Sargent was given the task to prepare a comprehensive scheme of education for India in 1944 and he made the following recommendations: Pre-primary education for children between 3 to 6 years of age.Universal, compulsory and free primary or basic education for all children between the ages 6—11 (junior basic) and 11—14 (senior basic). High school education for six years for selected children between the years 11—17. Degree course for three years beginning after the higher secondary examination for selected students Technical, commercial, agricultural and art education for full time and part-time students, girls schools are to teach domestic science. The liquidation of adult illiteracy and the development of a public library system in about 20 years. Full provision for the proper training of teachers. Educational provision is made for the physically and mentally handicapped children. The organisation of compulsory physical education. Provision be made for social and recreational activities. The creation of employment bureaus. The creation of the Department of Education in the centre and in the states. The use of mother tongue is to be used as the medium of instruction in all high schools.

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Who appointed education commission in 1948?

 After independence Government of India appointed University Education Commission under the chairmanship of Dr. Sarvepalli Radhakrishnan.  It was formed on November 4, 1948 Government of India.
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Who was the president of education Commission?

Structure – The commission, under the chairmanship of Daulat Singh Kothari, was the sixth commission in India post independence and the first commission with comprehensive terms of reference on education. It was composed of a member secretary, an associate secretary and fifteen members.
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Who was the Commission on education in British period?

Important British Commissions and Committees

  • Objective: Wood’s despatch proposed several recommendations in order to improve the system of education,
  • According to the recommendations, it was declared that the aim of the Government’s policy was the promotion of western education, In his despatch, he emphasized on the education of art, science, philosophy and literature of Europe.
  • In short, the propagation of European knowledge was the motto of the Wood’s Despatch.
  • According to the despatch, for higher education, the chief medium of instruction would be English,
  • However, the significance of the vernacular language was no less emphasized as Wood believed that through the mediums of vernacular language, European knowledge could reach to the masses.
  • Wood’s Despatch also proposed the setting up of several vernacular primary schools in the villages at the lowest stage.
  • Moreover, there should be Anglo-Vernacular high schools and an affiliated college in the district level,
  • Wood’s Despatch recommended a system of grants-in-aid to encourage and foster the private enterprise in the field of education.
  • The grants-in-aid were conditional on the institution employing qualified teachers and maintaining proper standards of teaching.

(2) Hunter Commission – 1882

  • Appointed by: Viceroy Lord Ripon
  • Objective: Hunter Education Commission was a landmark commission with objectives to look into the complaints of the non-implementation of the Wood’s Despatch of 1854 ; the contemporary status of elementary education in the British territories; and suggests means by which this can be extended and improved.
  • Headed by: Sir William Wilson Hunter
  • He submitted its report in 1882.

Commission suggestions:

  1. There should be two types of education arrangements at the high school level, in which emphasis should be given on giving a vocational and business education and other such literary education should be given, which will help in admission to the university.
  2. Arrangement for emphasis on the importance of education at the primary level and education in local language and useful subjects.
  3. Private efforts should be welcomed in the field of education, but primary education should be given without him.
  4. Control of education at the primary level should be handed over to the district and city boards,

(3) Hunter Commission of 1882 on Primary Education:

  • Primary education should be regarded as the education of the masses, Education should be able to train the people for self-dependence,
  • The medium of instruction in primary education should be the mother tongue, Normal Schools should be established for the training of teachers.
  • The curriculum should include useful subjects like agriculture, elements of natural and physical science and the native method of arithmetic and measurement, etc.
  • The spread of primary education for the tribal and backward people should be the responsibility of the Government.
  • Fees should be an example to students on the basis of their financial difficulties.
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(4) Raleigh Commission – 1902

  • Appointed under: Raleigh Commission was appointed under the presidency of Sir Thomas Raleigh on 27 January 1902.
  • Objective: To inquire into the condition and prospects of universities in India and to recommend proposals for improving their constitution and working,
  • Evidently, the Commission was precluded from reporting on primary or secondary education.
  • As a result of the report of the recommendations of the Commission the Indian Universities Act was passed in 1904.
  • The main objective of the Act: to improve the condition of education in India and upgrade the system to a better level

Important changes introduced for the upliftment of University Education:

  1. Universities were empowered to appoint their own staff including the teaching staff.
  2. The number of Fellows of a University was limited within 50 to 100.
  3. The number of elected Fellows was fixed at 20 for the Bombay, Madras and Calcutta Universities and 15 for others.
  4. The Governor-General was now empowered to decide a University’s territorial limits and also affiliation between the universities and colleges.
  5. After the implementation of the provisions of the University Act, though the number of colleges declined, yet the number of students increased considerably.

Government Resolution on Education Policy (1913)

  • In 1906, the progressive state of Baroda introduced compulsory primary education throughout its territories. In its 1913
  • Resolution on Education Policy, the government refused to take up the responsibility of compulsory education, but accepted the policy of removal of illiteracy and urged provincial governments to take early steps to provide free elementary education to the poorer and more backward sections.

Who Appointed The Education Commission Timeline: Vernacular education development in India (5) Sadler Commission – 1917

In 1917, the Calcutta University Commission (Sadler Commission) was appointed by the Government of India under the Chairmanship of Mr. Michel Sadler, the Vice-Chancellor of the University of Leeds.

Recommendations:

  1. All the teaching resources in the city of Calcutta should be organized so that the Calcutta University may become entirely a teaching university.
  2. A separate teaching and residential university should be established at Dacca.
  3. There was a need for a coordinating agency. Hence an inter-University Board should be set up.
  4. Honors courses should be instituted and they should be distinctly different from the Pass courses.
  5. Full time and salaried Vice-Chancellor should be appointed to be the administrative head of the university.
  6. The Senate and the syndicate should be replaced by the Court and the Executive Council respectively.
  7. Universities should be freed from excessive official control.
  8. Government interference in the academic matters of universities should stop,

(6) Hartog Commission – 1929

  • Sir Philip Joseph Hartog committee was appointed by the British Indian government to survey on the growth of education in India,
  • The Hartog committee (1929), had devoted more attention to mass education than the secondary and University education.
  • The Hartog committee highlighted the problem of wastage and stagnation in education at the primary level,
  • It recommended the policy of consolidation instead of multiplication of schools. The duration of the primary course was to be fixed to four years,
  • It recommended for the improvements in quality, pay, and service conditions of teachers and relating the syllabus and teaching methods to the local environment of villages and locality
  • The Hartog committee on education recommended for the promotion of technical and commercial education by universities to control the problem of unemployment.
  • The recommendation of the Hartog committee of 1929 was an attempt for consolidation and stabilization of education. The Hartog committee of 1929 was seen as a torchbearer of the government’s effort to improve the quality of education.
  • However, these recommendations of Hartog committee of 1929 remained only on paper and could not be implemented due to the great economic depression of 1930-31.

(7) Sargent Plan – 1944

The Sargent plan of education came after Sir John Sargent was given the task to prepare a comprehensive scheme of education for India in 1944.

Recommendations:

  1. Pre-primary education for children between 3 to 6 years of age, Universal, compulsory and free primary or basic education for all children between the ages 6—11 (junior basic) and 11—14 (senior basic).
  2. High school education for six years for selected children between the years 11—17.
  3. Degree course for three years beginning after the higher secondary examination for selected students
  4. Technical, commercial, agricultural and art education for full time and part-time students, girls schools are to teach domestic science.
  5. The liquidation of adult illiteracy and the development of a public library system in about 20 years.
  6. Full provision for the proper training of teachers.
  7. Educational provision is made for the physically and mentally handicapped children.
  8. The organization of compulsory physical education,
  9. Provision to be made for social and recreational activities,
  10. The creation of employment bureaus,
  11. The creation of the Department of Education in the centre and in the states.
  12. The use of mother tongue is to be used as the medium of instruction in all high schools.

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What was the reason for appointing Indian education Commission?

When was the Kothari Commission appointed? A.1960B.1964C.1970D.1972 Answer Verified

Hint: The Kothari Commission was appointed by the Central government to look into the educational aspects and revamp the sector in order to set guidelines for the pattern of education in India. Complete answer: Option B is the correct answer.

The Kothari Commission was a temporary commission set up by the Government of India on 14th July 1964 in order to look into the educational sector of India. Daulat Singh Kothari was appointed the chairman of the commission who was also the then chairman of the University Grants Commission.

  • The Commission was appointed in order to improve the standard of primary and higher education in India and advise the government to construct a general and standardized pattern of education for India.
  • Medical and legal studies were not under the domain of the commission.Kothari Commission was the first of its kind to deal comprehensively with the purpose of education in India.

It had a core group of 20 members. There were also the inclusion of 20 overseas consultations from France, UK, Japan, Sweden who were experts in the domain of education. The 5 main recommendations of the Commission were:1. Provision of free and compulsory education.2.Developments in language3.

Equal education opportunity for all4. Science and educational research5. Status,education and salary of the teachers. Note: The Commission submitted its final report on 29th June, 1966. This led to the formulation of the National Education Policy on Education in 1968. The Kothari Commission is the major and the first education Commission in India.

: When was the Kothari Commission appointed? A.1960B.1964C.1970D.1972
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When was the second education Commission appointed?

From Wikipedia, the free encyclopedia The Government of India established the Secondary Education Commission on 23 September 1952 under the chairmanship of Dr. Lakshmanaswamy Mudaliar. It was called the Mudaliar Commission after him. The commission recommended diversifying the curriculum, adding an intermediate level, introducing three-tier undergraduate courses, etc.
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Who started first education in India?

Aims for the future of education in India – Now we know a bit about the past state of education in India, what can we expect to see in the future? Like many other countries, the pandemic has pushed a need for digital involvement in the education sector in India.

  • Along with this, we can expect to see a shift in skills-based education as opposed to qualification-lead education.
  • By 2030, it’s estimated that India’s higher education system will have more than 20 universities among the global top 200 universities.
  • It’s also thought that it will be among the top five countries in the world in terms of research output, with an annual research and development (R&D) spend of US$140 billion.

How does the modern Indian education system work? It’s an undeniable fact that education in modern India has moved on from that of the “Gurukula.” The curriculum is mostly taught in English or Hindi, computer technology and skills have been integrated into learning systems, and emphasis is more on the competitive examination and grades rather than moral, ethical and spiritual education.

  1. The modern school system was originally brought to India by Lord Thomas Babington Macaulay in the 1830s.
  2. Modern” subjects like science and mathematics took precedence, and metaphysics and philosophy were deemed unnecessary.
  3. Up until July 2020, the schooling system in India was based on the 10+2 system, which rewarded a Secondary School Certificate (SSC) once completing class 10th and Higher Secondary Certificate (HSC) by completing class 12th.

As a result of the new National Education Policy (NEP), this has been replaced with the 5+3+3+4 system. The division of stages has been made to fall in line with the cognitive development stages that a child naturally goes through.
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Who brought British education in India?

Development of Modern Education –

  • The company wanted some educated Indians who could assist them in the administration of the land.
  • Also, they wanted to understand the local customs and laws well.
  • For this purpose, Warren Hastings established the Calcutta Madrassa in 1781 for the teaching of Muslim law.
  • In 1791, a Sanskrit College was started in Varanasi by Jonathan Duncan for the study of Hindu philosophy and laws.
  • The missionaries supported the spread of Western education in India primarily for their proselytising activities. They established many schools with education only being a means to an end which was Christianising and ‘civilising’ the natives.
  • The Baptist missionary William Carey had come to India in 1793 and by 1800 there was a Baptist Mission in Serampore, Bengal, and also a number of primary schools there and in nearby areas.
  • The Indian reformers believed that to keep up with times, a modern educational system was needed to spread rational thinking and scientific principles.
  • The Charter Act of 1813 was the first step towards education being made an objective of the government.
  • The act sanctioned a sum of Rs.1 lakh towards the education of Indians in British ruled India. This act also gave an impetus to the missionaries who were given official permission to come to India.
  • But there was a split in the government over what kind of education was to be offered to the Indians.
  • The orientalists preferred Indians to be given traditional Indian education. Some others, however, wanted Indians to be educated in the western style of education and be taught western subjects.
  • There was also another difficulty regarding the language of instruction. Some wanted the use of Indian languages (called vernaculars) while others preferred English.
  • Due to these issues, the sum of money allotted was not given until 1823 when the General Committee of Public Instruction decided to impart oriental education.
  • In 1835, it was decided that western sciences and literature would be imparted to Indians through the medium of English by Lord William Bentinck’s government.
  • Bentinck had appointed Thomas Babington Macaulay as the Chairman of the General Committee of Public Instruction.
  • Macaulay was an ardent anglicist who had absolute contempt for Indian learning of any kind. He was supported by Reverend Alexander Duff, JR Colvin, etc.
  • On the side of the orientalists were James Prinsep, Henry Thomas Colebrooke, etc.
  • Macaulay minutes refer to his proposal of education for the Indians.
  • According to him:
    • English education should be imparted in place of traditional Indian learning because the oriental culture was ‘defective’ and ‘unholy’.
    • He believed in education a few upper and middle-class students.
    • In the course of time, education would trickle down to the masses. This was called the infiltration theory.
    • He wished to create a class of Indians who were Indian in colour and appearance but English in taste and affiliation.
  • In 1835, the Elphinstone College (Bombay) and the Calcutta Medical College were established.

Who Appointed The Education Commission Wood’s Despatch (1854)

  • Sir Charles Wood was the President of the Board of Control of the company in 1854 when he sent a despatch to the then Governor-General of India, Lord Dalhousie.
  • This is called the ‘Magna Carta of English education in India.’
  • Recommendations of the Wood’s Despatch:
    • Regularise education system from the primary to the university levels.
    • Indians were to be educated in English and their native language.
    • The education system was to be set up in every province.
    • Every district should have at least one government school.
    • Affiliated private schools could be granted aids.
    • Education of women should be emphasised.
    • Universities of Madras, Calcutta and Bombay were set up by 1857.
    • University of Punjab – 1882; University of Allahabad – 1887
    • This despatch asked the government to take up the responsibility of education of the people.

Assessment of the British efforts on education

  • Although there were a few Englishmen who wanted to spread education for its own sake, the government was chiefly concerned only with its own concerns.
  • There was a huge demand for clerks and other administrative roles in the company’s functioning.
  • It was cheaper to get Indians rather than Englishmen from England for these jobs. This was the prime motive.
  • No doubt it spread western education among Indians, but the rate of literacy was abysmally low during British rule.
  • The state of women education was pathetic. This was because the government did not want to displease the orthodox nature of Indians and also because women could not generally be employed as clerks.
  • In 1911, the illiteracy rate in British India was 94%. In 1921, it was 92%.
  • Scientific and technical education was ignored by the British government.

The English Education Act 1835 was a legislative Act of the Council of India, gave effect to a decision in 1835 by Lord William Bentinck, then Governor-General of the British East India Company, to reallocate funds it was required by the British Parliament to spend on education and literature in India.

  1. Education System In India During British Rule (UPSC Notes):-
  2. Also Read:
  3. UPSC Related Articles

: NCERT Notes: Indian Education System During British Rule
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Why did the British change education in India?

The education system before the British was more religion based and the society was full of evils and superstitions. The British brought a rather modern and logic based education system that led to the evolution in the thinking of the people and helped ban a lot of social evils in India.
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When did the British change the system of education in India?

Development of Education in British India UPSC – Before the introduction of the British education system in India, the Gurukulas and Madrassas were the prime sources of education that used to deliver religious-based education. Also, there were a lot of superstitions and evil in society.

  • But, british education revolutionized the concept of education in India.
  • They introduced schools (primary and secondary level) and universities in all parts of the country.
  • Also, the British education system in India influenced women to fight for their right to education,
  • Development of Education in British India UPSC is one of the prominent topics as several questions have been raised from the topic in UPSC Prelims and Mains exam.
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Aspirants can also download the Development of Education in British India PDF with the link provided UPSC Prelims and Mains exam. Aspirants can also download the Development of Education in British India PDF with the link provided here,
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Which is the first education committee?

Which is the first education commission in India? Explore the Answer at BYJU’S UPSC Preparation The first education commission in India was the Hunter Commission. It was set up on February 3, 1882 under the Chairmanship of Sir William Hunter, a member of the Executive Council of Viceroy. The Hunter Commissions made the following recommendations with regards to education in India.

Preference be given to people who can read and write when selecting persons to fill the lowest offices in the government

Formation of school districts taking the area of any municipal or rural unit of Local self-Government and establishment of schools placed under their jurisdiction in each district.

District and Municipal Boards were directed to assign specific funds to primary education.

For further reading check the following articles: : Which is the first education commission in India? Explore the Answer at BYJU’S UPSC Preparation
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Why was the university education commission 1948 appointed?

The commission was appointed by the Government of India to give a report on Indian university education and suggest improvements and extensions that may be desirable to suit present and future requirements of the country. The Commission submitted its report in August 1949.
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Who was the university education commission 1946 to 1948?

University Education Commission 1948-49 in India The Government of India appointed a university Education Commission under the chairmanship of Dr. Radhakrishnan in November 1948. The Commission made a number of significant recommendations on various aspects of higher education and submitted its report in August 1949.

In the rapidly changing contemporary world, universities are undergoing profound changes in their scope, function and organisation and are in a process of rapid evolution. Their tasks are no longer confirmed to the two traditional functions of teaching and advancement of knowledge. After the transfer of power to Indian control on 15 August 1947, great changes had taken place in the political and economic conditions of Indian society.

The academic problem has also assumed new shapes. Similarly the conception of the duties and responsibilities of the universities have become wider and they have to provide leadership in politics, administration, profession, industry and commerce. They have to meet the increasing demand for every type of higher education, literary, scientific, technical and professional.

  • By the application and development of technical and scientific knowledge, the country will enable to attain freedom from want, disease and ignorance.
  • India is rich in natural resources and her people have intelligence and energy and it is for the universities to create knowledge and train minds who would bring together the two—natural resources and human energies.

Keeping these things in view the Commission suggested certain aims of University Education.
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Who was the president of education commission of 1964 to 1966?

Kothari commission was set-up in 1964 under the chairmanship of Dr.D.S Kothari. This was the sixth commission in the history of education commission and was 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, U.K, USSR, France and Japan. NEED for appointment of commission: 1) Need for a comprehensive policy of education in spite 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 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 integral part of general education at more or less all level 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) Vocationalization of secondary education.

  • Iv) Strengthening of the centres 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 programme 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 compulsory i.e mother tongue or regional language. At the secondary stage (classes I-X) 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.

Before Kothari commission the proposal was to promote Hindi as the national language and chosen for formal education purpose as it was spoken by majority of the people, but some of the states were in oppose of that and so this three language formula was proposed in commission report.

That is why Hindi wasn’t promoted as a national language rather it became a language as a subject and due to westernization nowadays universally speaking language becomes English which is also promoted in our school education system as well. Work experience: It may be defined as participation in productive work in school, in the home, in a workshop, on a farm, in a factory or in any other productive situation, should be made an integral part of all general education.

It should be varied to suit the age and maturity of students and oriented to technology, industrialization and the application of science to the production process, including agriculture. VOCATIONAL EDUCATION: Another programme which can bring education into closer relationship with productivity is Vocational education.

  1. It should be emphasized particularly at the secondary stage.
  2. At lower secondary stage (age group 11-16) vocational education should ultimately be provided to about 20percent of the enrolment ; at the higher secondary stage (age group 17-18) such enrolment should be increased to 50 percent.
  3. In higher education, about one-third of the total enrolment may be in vocational courses.

It is to increase the emphasis on agricultural and technological education at the university level. The main front line activities were handled by nineteen task forces or working groups of Kothari Commission: Task Force on Adult Education: The group’s main objective was the eradication of illiteracy by focusing on adult education.

The group was composed of three foreign members, J.F. McDougall, Welthy Fischer and Hans Simons and fifteen Indian members, V.S. Jha, Abdul Qadir, G.K. Chandiramani, A.R. Deshpande, Durgabai Deshmukh, K.L. Joshi, D.R. Kalia, T.A. Koshy, M.S. Mehra, A.R. Moore, J.P. Naik, M.S. Randhawa, K.G. Saiyidain, Sohan Singh and group secretary, S.M.S.

Chari. Task Force on Agriculture Education : The group had 15 members of which two were foreign members, J.F. McDougall and R.W. Cummings. The Indian members included B.P. Pal, Hashim Amir Ali, Anant Rao, Chintamani Singh, V.M. Dandekar, K.C. Kanungo, A.B. Joshi, S.N.

  1. Mehrotra, S.K.
  2. Mukherji, J.P.
  3. Naik, K.C.
  4. Naik, N.K.
  5. Panikar, C.S.
  6. Ranganathan, S.C.
  7. Verma and secretary, S.
  8. Ramanujam.
  9. The group focused on the development of agricultural education.
  10. Task Force on Educational Administration: This twelve member group examined the shortcomings on the educational administration and had Prem Kirpal, A.C.

Deve Gowda, V. Jagannadham, M.V. Mathur, S.N. Mukherjee, J.P. Naik, H.M. Patel, D.M. Sen, J.D. Sharma, V.D. Sharma, Rudra Dutt Singh and S. Rajan (secretary) as its members. Task Force on Educational Finance: The task before the group was to examine the existing set up with regard to educational finance and identify ways to overcome the shortfalls.

The group had M.V. Mathur, D.A. Dabholkar, B. Dutta, R.A. Gopalaswami, K.L. Joshi, D.T. Lakdawala, Gautam Mathur, Atmanand Misra, Sadashiv Misra, J.P. Naik, K.A. Naqvi, Pritam Singh and Gurbax Singh (secretary) as its members. Task Force on Higher Education: The group’s objective was to coordinate the higher education system in India and advise on ways of improvement.

The group was one of the largest and had 20 members, including three overseas members, J.F. McDougall, Hans Simons and H.J. Taylor. The Indian members were K.G. Saiyidain, J.W. Airan, P.K. Bose, Chandrahasan, V.S. Jha, A.C. Joshi, K.L. Joshi, C.L. Kapur, D.S. Kothari, M.V.

  • Mathur, P.G.
  • Mavlankar, J.P.
  • Naik, P.J.
  • Philip, A.B.
  • Shah, Amrik Singh, R.K.
  • Singh and S.
  • Rehman (secretary).
  • Task Force on Manpower: The group had twelve members which included R.A.
  • Gopalaswami, Abdul Qadir, K.L.
  • Joshi, M.V.
  • Mathur, J.P. Naik, R.
  • Prasad, T.
  • Sen and S.P. Aggarwal.
  • The group had its mandate to examine the recruitment and training of teaching and non teaching staff.

Task Force on Techniques and Methods in Education: This seventeen member task force was entrusted with the designing of the functional mechanics of the educational system. The members were V.S. Jha, G.K. Athalye (later replaced by S.L. Ahluwallia), M.L. Bharadwaj, A.R.

Dawood, S. Dutt, C.L. Kapur, S.S. Kulkarni, J.C. Mathur, J.F. McDougall, S.K. Mitra, J.P. Naik, Paul Neurath, S. Panandikar, Albert J. Perrelli, S. Rehman, J.M. Ure (later replaced by D.A. Smith) and S.M.S. Chari, who served as the Secretary. Task Force on Professional, Vocational and Technical Education: The group trained its focus on the professional and vocational courses.

The group had sixteen members including the associate secretary, J.F. McDougall. The other members were T. Sen, S.K. Bose, G.K. Chandiramani, L.S. Chandrakant, D.R. Dhingra, R.N. Dogra, V.G. Garde, R.A. Gopalaswami, K.L. Joshi, P.K. Kelkar, S.G. Pendse, S.C. Sen, R.K.

  • Srivastav, H.C.
  • Visvesvaraya and secretary, S.
  • Venkatesh.
  • Task Force on Science Education: The mandate of the group was to focus on the science education excluding medical education and consisted of D.S.
  • Othari, S. Deb, B.D. Jain, P.
  • Florence Nightingale, R.C.
  • Paul, R.N. Rai, T.S.
  • Sadasivan, D.
  • Shankernarayan, Shantinarayan, A.R.

Verma, R.D. Deshpande and I.C. Menon (secretary). Task Force on School Education: The group worked on the modalities of school education excluding primary education in India. It consisted of twelve members including the commission secretary, J.P. Naik along with A.R.

  • Dawood, K.L.
  • Gupta, G.S. Khair, K.
  • Uruvila Jacob, D.R.
  • Mankad, P.N.
  • Mathar, R.
  • Muralidharan, S.
  • Panandikar, H.
  • Radhakrishna, S.N.
  • Saraf, and S.
  • Doraiswami (secretary).
  • Task Force on Student Welfare: The welfare aspects of the students including scholarships and other measures of incentives were attended to by this group which had A.R.

Dawood, V.S. Jha, D.R. Mankad, M.S. Mehta, Perin H. Mehta, J.P. Naik, Prem Pasricha, V. Ramakrishna, A.S. Raturi, D.S. Reddy, S.L. Saruparia, Vikram Singh and S. Doraiswami (secretary) as its members. Task Force on Teacher Education and Teacher Status: The group inspected the proficiency of the teachers and their remuneration packages.

One of the tasks before the group was to standardize the public and private sector compensation packages and also to design a machinery for continuous on-job training of the teachers. The members of the group were S. Panandikar, S.P. Aggarwal, Reginald Bell, A.C. Deve Gowda, G.N. Kaul, J.P. Naik, S. Natarajan, K.G.

Saiyidain, Salamatullah and M.D. Paul (secretary). Working Group on Educational Buildings: This group had its focus on the educational infrastructure and had several construction and infrastructure experts among its fifteen members. The members were A.R.

  1. Dawood, R.K.
  2. Chhabra, Dinesh Mohan, B.V.
  3. Doshi, J.F.
  4. McDougall, M.M.
  5. Mistri, J.P.
  6. Naik, M.H.
  7. Pandya, C.B. Patel, S.
  8. Rahaman, J.L.
  9. Sehgal, T.S.
  10. Vedagiri, H.C.
  11. Visvesaraya, H.
  12. Williams and S.
  13. Venkatesh (secretary).
  14. Working Group on Education of the Backward Classes: The group had fifteen members and was mandated to focus on the education of the scheduled caste, scheduled tribe and other backward communities in India.L.M.

Shrikant, Sashimeren Aier, N.V. Bapat, S.R. Bhise, P.D. Kulkarani, J. Lakra, D.J. Naik, J.P. Naik, V. Rajlakshmi, T. Sanganna, S.C. Sen Gupta, Manikya Lal Verma, Vimal Chandra, N.M. Wadiwa and the secretary of the group, Gurbax Singh were the members. Working Group on Educational Statistics: The group provided the statistical tools for the commission and had J.P.

Naik, S.P. Aggarwal, R.K. Chhabra, G.P. Khare, D. Natarajan, H. Webster and Gurbax Singh (secretary) as members. Working Group on Pre-Primary Education: This group was intended to work on the primary education and its standardization as the primary education till that time was unorganized with several different schools such as basic primary and Montessori systems in practice.

The group had ten women, S. Panandikar, Bilquis Ghufran, L. Jesudian, Shalini Moghe, A. Pakrashi, Grace Tucker, P.K. Varalakshmi, Amrita Varma and R. Muralidharan and two men, M.C. Nanavatty and Shesh Namle as members. Working Group on School Community Relations: The group composed of L.R.

  1. Desai, Hulbe, V.S. Jha, H.B.
  2. Majumder, P.N.
  3. Mathur, J.P.
  4. Naik, M.C.
  5. Nanavatty, H.
  6. Radhakrishna, K.G.
  7. Saiyidain, R.K.
  8. Singh and M.P.
  9. Balakrishnan (secretary) worked on the extra curricular ambience and activities of the education.
  10. Working Group on School Curriculum: This group had one of the major tasks of the commission which included the design and development of a standardized curriculum to be used across the country.S.
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Panandikar, J.P. Naik, A.R. Dawood, L.S. Chandrakant, A.J. Perrelli and B. Ghosh (secretary) were the members. Working Group on Women’s Education: The group, consisting the chairman, D.S. Kothari and the commission secretary, J.P. Naik, had Durgabai Deshmukh, Rajammal Devadas, P.N.

  1. Mathur, S.
  2. Panandikar, K.G.
  3. Saiyidain, Raksha Saran, Premlila V.
  4. Thackersey and S.
  5. Rajan (Secretary) as members.
  6. PAY SCALE EQUALISATION: Kothari Commission had, recommended that the scales of pay of school teachers working under different managements such as government, local bodies or private management should be the same.

Almost all the States in the country had agreed to implement the recommendations of the Kothari Commission. PROBLEMS: The Common School System was endorsed by the NPE 1986 and 1992. However, the recommendations never got translated into action. In 1990, the apex Central Advisory Board on Education (CABE), which appraises the extent to which the NPE is implemented by the Central and State governments and other agencies appointed a committee to review NEP 1986.

The CABE outlined the following reasons for CSS not making a headway as- Economic and Social disparities: The well to do communities send their children to schools with better facilities, teachers and infrastructure. Ordinary schools are not sought after hence this results in low investments in them too.

Minorities groups are given protection by the Constitution to establish and administer their own educational institutions which is not in consonance with the concept of CSS. In Government run schools, the quality of education has not been very satisfactory.

It should be a continuous process, forming an integral part of the total educational system and should be related to the educational objectives. It exercises a great influence on the pupil’s studying habits and the teacher’s methodologies. At the lower primary level, it would be desirable that the students develop at their own pace. At the higher primary level, written test should be taken along with oral tests as part of the internal assessment. They should simple teacher-made diagnostic tests. At the end of the primary stage an examination should be held in the national level so as to place the development of the child. At the secondary level the students have to take up regular tests as well as internal assessment as part of their cumulative growth.

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Who inaugurated the University Education commission?

The U.G.C. of India was established based on the recommendat Option 1 : Dr. Sarvepalli Radhakrishnan Commission Free 10 Questions 20 Marks 12 Mins Soon after Independence, the University Education Commission was set up in 1948 under the Chairmanship of Dr.

The UGC, however, was formally established only in November 1956 as a statutory body of the Government of India through an Act of Parliament. The University Grants Commission (UGC) – It is a statutory organization established by an Act of Parliament in 1956 for the coordination, determination, and maintenance of standards of university education.

Apart from providing grants to eligible universities and colleges, the Commission also advises the Central and State Governments on the measures which are necessary for the development of Higher Education. In order to ensure effective region-wise coverage throughout the country, the UGC has decentralized its operations by setting up six regional centers at Pune, Hyderabad, Kolkata, Bhopal, Guwahati, and Bangalore.

The UGC`s mandate includes:

Promoting and coordinating university education. Determining and maintaining standards of teaching, examination, and research in universities. Framing regulations on minimum standards of education, Monitoring developments in the field of collegiate and university education; disbursing grants to the universities and colleges. Serving as a vital link between the Union and state governments and institutions of higher learning. Granting temporary or permanent affiliation to colleges and recognized educational institutions. Advising the Central and State governments on the measures necessary for the improvement of university education.

Ace your Higher Education System and Various Learning Programmes preparations for Conventional with us and master for your exams. Learn today! India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students : The U.G.C. of India was established based on the recommendat
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Who created commission on higher education?

References –

  1. ^ “General Appropriations Act FY 2021” (PDF), Department of Budget and Management,
  2. ^ “Patnubay sa Korespondensiya Opisyal, Ikaapat na Edisyon” (PDF), Komisyon sa Wikang Filipino.2015.
  3. ^ “Republic Act No.7722 – An Act Creating the Commission on Higher Education appropriating funds therefor and for other purposes”, Chan Robles Virtual Law Library. May 18, 1994.
  4. ^ “COMMISSION ON HIGHER EDUCATION (CHED) STRATEGIC PLAN FOR 2011-2016” (PDF), UNESCO Planipolis Portal of Education Plans and Policies.
  5. ^ “PRRD appoints de Vera as CHED chairman”, Philippine News Agency, October 15, 2018.
  6. ^ Gregorio, Xavier (July 23, 2022). “Marcos reappoints CHED chief De Vera”, The Philippine Star,
  7. ^ “Centers of Excellence and Centers of Development”, Commission on Higher Education.2016, Retrieved January 31, 2023,
  8. ^ “7 universities named centers of excellence, development”, Cebu Daily News, January 4, 2016, Retrieved January 31, 2023,
  9. ^ “UP College of Mass Comm receives 3 Center of Excellence awards”, Philippine Daily Inquirer, May 18, 2016, Retrieved January 31, 2023,

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Who was the chairman of Indian education commission 1982?

The Formation Of Hunter Commission 1882 –

As a result of the revolt of 1857, the British East India Company lost its administrative powers over British India, and the powers were transferred to the British crown. After this move, it was widely felt that there was a need to reassess the educational situation in the country as the grant-in-aid system put forth by the Wood’s despatch of 1854 was not implemented as expected. All these reasons led to a movement in London and this course of action led to the formation of an organization named the “General Council of Education in India”. Lord Ripon who was the Viceroy of India from 1880 to 1884 was asked by the “General Council of Education in India” to look into the state of education in India. The Hunter commission was appointed by Lord Rippon. Thus Lord Ripon constituted the Indian Education Commission of 1882 and appointed Sir William Hunter as its chairman.

Study the NCERT Notes on Morley-Minto reforms here.
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Who was appointed as the chairperson of the committee on education?

In 1828, Lord William Bentinck, the Governor-General of India, appointed Macaulay as the chairperson of the Committee on Education. Macaulay was also a member of the Governor General’s executive committee.Q. appointed Macaulay as the chairperson of the Committee on Education.
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Who were the members of Hunter Commission 1882?

Hunter Commission officially known as the Indian Education Commission, 1882, was the first education commission in the history of modern India. Appointed by the Government of India, it was to review in depth, the state of education in India since wood’s education despatch of 1854, and to recommend necessary measures for further progress.

The other consideration, which prompted the Government to launch this enquiry, was the agitation of the missionaries, particularly in England, accusing lapses of the Government in implementing the provisions of the Despatch of 1854. Because of the great importance, which the Government attached to primary education, higher education was excluded from the Commission’s purview and instead was directed to concentrate chiefly on primary education.

Presided over by Sir william wilson hunter, a Bengal Civilian, the Commission included ananda mohan bose, AW Croft (Director of Public Instruction, Bengal), bhudev mukhopadhyay, Maharaja Jatindra Mohan Tagore, Kashinath Trimbak Teelang and Sayed Ahmad Khan who later withdrew in favour of his son Sayed Mahmad.

  1. The Commission submitted its report in October 1883 and its thirty-six recommendations regarding primary education added a certain momentum in its slow advance.
  2. The Commission stated that ‘while every branch of education can justly claim the fostering care of the State, it is desirable in the present circumstances of the country to declare the elementary education of the masses, its provision, extension and improvement, to be the part of the educational system to which the strenuous efforts of the State should now be directed in a still larger measure than herebefore’.

It recommended that (1) ‘primary education be regarded as the instruction of the masses through the vernacular in such subjects as will best fit them for their position in life, and be not necessarily regarded as a portion of instruction leading up to the University’; (2) ‘an attempt should be made to secure the fullest possible provision for an extension of primary education by legislation 85’; (3) ‘where indigenous schools exist, the principle of aiding and improving them be recognised as an important means of extending elementary education’; (4) ‘primary education be declared to be that part of the whole system of public instruction which possesses an almost exclusive claim on local funds set apart for education, and a large claim on provincial revenues’ and (5) ‘both Municipal and Local Self-Government Boards keep a separate school-fund’.

  1. There were also recommendations for inspection and supervision, encouragement of night schools wherever possible, elasticity as regards attending hours to suit the needs of rural families, religious teaching etc.
  2. With its conviction that higher education is equally necessary for the balanced progress of a community the Hunter Commission made twenty-three recommendations regarding secondary education also.

The Commission, however, recommended that while primary education should be provided without regard to the availability of local support, English Secondary Schools should ordinarily be supported on the availability of local co-operation. The Government of India approved of nearly all the recommendations of the Commission.
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Who proposed Indian education system?

The Education System in India – GNU Project – Free Software Foundation In ancient times, India had the Gurukula system of education in which anyone who wished to study went to a teacher’s (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru’s place and help in all activities at home.

  • This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house.
  • The guru taught everything the child wanted to learn, from Sanskrit to the holy scriptures and from Mathematics to Metaphysics.
  • The student stayed as long as she wished or until the guru felt that he had taught everything he could teach.

All learning was closely linked to nature and to life, and not confined to memorizing some information. The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary.

Teaching was confined to classrooms and the link with nature was broken, as also the close relationship between the teacher and the student. The Uttar Pradesh (a state in India) Board of High School and Intermediate Education was the first Board set up in India in the year 1921 with jurisdiction over Rajputana, Central India and Gwalior.

In 1929, the Board of High School and Intermediate Education, Rajputana, was established. Later, boards were established in some of the states. But eventually, in 1952, the constitution of the board was amended and it was renamed Central Board of Secondary Education (CBSE).

  1. All schools in Delhi and some other regions came under the Board.
  2. It was the function of the Board to decide on things like curriculum, textbooks and examination system for all schools affiliated to it.
  3. Today there are thousands of schools affiliated to the Board, both within India and in many other countries from Afghanistan to Zimbabwe.

Universal and compulsory education for all children in the age group of 6-14 was a cherished dream of the new government of the Republic of India. This is evident from the fact that it is incorporated as a directive policy in article 45 of the constitution.

  1. But this objective remains far away even more than half a century later.
  2. However, in the recent past, the government appears to have taken a serious note of this lapse and has made primary education a Fundamental Right of every Indian citizen.
  3. The pressures of economic growth and the acute scarcity of skilled and trained manpower must certainly have played a role to make the government take such a step.

The expenditure by the Government of India on school education in recent years comes to around 3% of the GDP, which is recognized to be very low. “In recent times, several major announcements were made for developing the poor state of affairs in education sector in India, the most notable ones being the National Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA) government.

  1. The announcements are; (a) To progressively increase expenditure on education to around 6 percent of GDP.
  2. B) To support this increase in expenditure on education, and to increase the quality of education, there would be an imposition of an education cess over all central government taxes.
  3. C) To ensure that no one is denied of education due to economic backwardness and poverty.

(d) To make right to education a fundamental right for all children in the age group 6–14 years. (e) To universalize education through its flagship programmes such as Sarva Siksha Abhiyan and Mid Day Meal.” ()
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