 Hello, I welcome you all once again to my channel, Explore Education, I am Dr. Rashmi Singh, Assistant Professor, Department of Education, S.S. Karnagals, Rumi College, University of Allahabad. In my previous video, I have discussed with you all historical development of education in India during British period and in the continuation of that lecture, I will discuss today the historical development of education in India during post independence era. So, the lecture will be useful for you for your various competitive teaching examinations as well as for your general and professional B.A.B.A.D. and M.A.M.H courses. So, first of all, when the country was liberated, the education system was not good in the country. And the first education commission was made in 1940-1940. In 1940, I submitted my report. The university's education system was made for Sudhaar Geekle, University Education Commission. The setting up of the University Education Commission, popularly known as Ziradha Christian Commission in 1948, was a major landmark for initiating the goals and objectives of higher education in independent India. Means, the first commission that was made in 1940, was a major landmark in independent India to support the education system. Okay. So, this commission surveyed the education that was going on in the university. It saw a lot of defects, a lot of problems, and then it gave its recommendation. So, the recommendation was that the aim of education should be. So, the University Education Commission says that the aim of education should be of higher education. That the aim of education must be to awaken and promote the innate ability of a person. So, the aim of education must be to awaken and promote the innate ability of a person. And to train him or her for development of self and democratic attitudes. And to teach him and her so that he can develop his or her democratic attitudes. Thus, the purpose of education is to acquaint an individual with his or her cultural heritage and to impart professional-vocational training. Means, according to the University Education Commission, which was made in 1940-1980, it says that the aim of education should be that a person can equip himself with his or her cultural heritage in professional and vocational training. The commission emphasized the role of post graduate education, training and research for the advancement of knowledge. This commission says that the education and research that is going on in the PG, should be for the advancement of knowledge. It stress the University's role in studying agriculture in an agrarian economy. See, whenever you give someone a recommendation, you should know at what time it should be applied. When it was applied, the country was a Christian country. Means, it was too much and we were not in Turkey at that time. That's why it was said that the University should have a role that they would have studied agriculture there so that we could not be in the Christian country. Like in the end, the district with special attention should be paid to the development of higher education in rural areas. And what did they say? Realizing the importance of the medium of instruction, the commission recommended that English as a medium of instruction in higher education should be replaced as early as possible by an Indian language review. Before that, since it was Britishers' time, the medium of instruction was English. So they said that the medium of instruction is so important that it should be replaced with the language of the Indian language. After that, the commission that is called the Secondary Education Commission, which was established in 1952 and submits its reports in 1933, was first tried to improve the University education. Then what was found? Who is in the University education? Who is the input? The children who pass out from the Secondary Education. So then the Secondary Education was tried to improve. On September 23, 1952, the government of India appointed the Secondary Education Commission and the Mudaliya Commission under the chairmanship of Dr. A. L. Swami Mudaliar. You will also get the Mudaliya Commission and the Mudaliya Raiok. The commission was basically required to suggest measures for reforms on aims, teaching arrangements, urbanization, the relationship of Secondary Education with the primary and University education, useful pattern of Secondary Education for the whole country. The commission gave the following recommendations. It is said that the Secondary Education is one way between primary education and higher education. The child is passing out from the primary, the Secondary is passing out from the secondary and going higher. So it is said that it should be improved a lot. Many recommendations have been given by the commission. First of all, it is said that the character, formation and development of personality should be the main aim of Secondary Education. In other words, you should be able to develop a personality based on your well-versed education. Multi-purpose schools should be open according to the needs and interests of the students. Since there are so many children, you should go to multi-purpose schools. Don't give everyone the same way of education. Other than all the regional language should be made the medium of instruction and the commission recommended that the curriculum should be diversified. When we were studying Secondary Education, when we talked about vocationalization, the Mudaliar Commission said that the curriculum should be diversified at the level of Secondary Education. It emphasized on vocational courses and suggested that at the middle school stage the curriculum should include language, social studies, general sciences, mathematics, art and music, craft and physical education. It also gave important suggestions pertaining to the suitability of text books and improving their quality. The aim of the method of teaching should not be merely imparting of knowledge but also inculcating desirable values and proper attitudes and habits of work in the students. It is said that you should not only give knowledge, but it is also said that you should also give knowledge to the students. It is also said that you should not give knowledge to the students. It is also said that you should not give knowledge to the students, rather this mode of development should inculcate clean habits or grandeur and develop proper attitude and be present in them in respect of employment après Kobira Rahman such as revolution. The commission has for the selection embracing of the teachers. The Mudaliar Commission suggested that there should be a director of education in every state or vice-chanceme directly access to the ministry concern. Thus we see that the commission has given numerous practical suggestions for the Reformed of Secondary Education in the country. Secondary Education Commission is the secondary education commission, which is known as Dvitiya Shikshayogvi and Mudaliya Shikshayogvi. The most important and most important thing that comes after that is the Kotari Commission. It is also known as Education Commission. And because Kotari was the chairman of it, it became the Kotari Commission. So it was made in 1964 and it submits its reports in the 6th year. So the secondary education commission saw the secondary education. So he thought that such an education commission could be talked about in totality in all levels. It could be seen in a holistic way. Education commission was appointed for that. This commission basically emphasized on education for national development. This commission says that education should be for national development. The commission asserted that education should be given highest priority in any scheme of national development. So it is saying that address the problems of national development. That is, education should be addressed to the problems of national development. Relate to the life needs and aspirations of the people. Education is associated with the life of the person. Education can improve productivity, work experience. The Kotari Commission talks about work experience. It talks about Christianization. It says that be perceived as the main instrument of change from human development. Contribute to social and national integration. Social, moral and spiritual values can come into the child. So many things can be called recommendations. So the Kotari Education Commission came. This can be a slide in every commission in detail. But since I wanted to cover the major commissions and committees. After independence. So I am moving forward quickly. Then there is a national policy on education. So you should know that the first NPU in 1960, the second in 1986. And now the recent one came in 2020. So since I covered it in a separate video in 2020. So I did not cover NEP 2020 in this lecture. So from this, it came from the 19th century to the 19th century. The necessity of national policy on education cannot be overemphasized. As it is related to the essential development of a country. It was in 1968 for the first time that the national policy on education was formulated for preparing suitable hands for shouldering responsibilities in the various fields of our national reconstruction. So many people thought that there should be no national education. According to which, education should be carried out in the entire nation. The number of programs was included in this policy. It started talking about free and compulsory education. Development and protection of all Indian languages. Equality of educational opportunities is being talked about. It is talking about the respect of the people. It is talking about the protection of Indian languages. It is talking about identifying gifted children. It is talking about doing better. The work experience is still going on. It is talking about the national policy on education. It is saying that there should be an NSS. It is talking about science education and research. Education in agriculture and industries. Reform in examination system. Improvement in exams. Part-time education and correspondence curriculum. Expansion of literacy in adult education. Sports and gains. It is talking about the national policy. After 20 years of implantation of national education policy in 1968, Government of India made some change on it to a responsive changing phase on a different sector. In 1986, the Government of India declared the new education policy for national policy on education. In 1986, in 1986, after 20 years of implantation, in 1986, it became very popular. To the removal of disparities and emphasizing on the steps to equalize the educational opportunity to women, she dualcast and she dualcribes. The handicapped and certain minority groups who are either educationally deprived or backward, the following subject is the National Education Policy under 23, Task Force. It is said that the SCST, the women, the handicapped who are not getting much coverage, who are deprived, who are backward, all of them cover this policy in their own way. And this document is under 23 major headings. So I have only taken the headings. What are the major headings? Making the system work. Content and process of school education. Education for women's equality. SCST, minority education. Education for handicapped, adult and continuing education. In 1986, it was written. The concept of ECC has come in it, early childhood education. It was not there before. What does elementary education say? Operation Blackboard has come. A lot of questions come from Operation Blackboard. Secondary education and Navodaya Vidyal. Vocationalization. Higher education. Open University. Management education. Research and development. Media and educational technology. De-linking degree from job. They said, break the job from degree. It is not necessary to give job to the degree. Other than that, there can be disabled people. And disabled people can also have a degree. The cultural perspective and implementation of language policy. The discussion of sports, physical education. The discussion of the evaluation process. The discussion of teachers' training. The discussion of educational institutions. There are two long documents for this information. November became 1996. Then, National Policy of Education 1986. And its program of action PO. Prior to this, there was no commission committee. It was not made for programs of action. It was followed. But National Policy of Education was made for those programs. Which was the result of deliberations, consultations and consensus was reviewed and updated in 1992. The introductory part of the POA in my opinion is that given the rich diversity of nation, it would be in the fitness of things of each state and union territory. Formulates a state POA in accordance with their situational imperatives as well as with the POA in 1992. As the country is so diverse and so stricter, every state should form its own POA. And the POA of the 19th century should work in its consensus, in its guideline, and see how much it has really worked. These are the values. Then you come to Janadan Reddy report in 1992. Janadan Reddy committee was appointed in 1992 in order to make a detailed examination of the reports submitted by Professor Ram Murti in 1990 under the Central Advisory Board of Education. So the report submitted by Ram Murti Sahar in 1990 was made for the examination of the Janadan Reddy Committee. It was formed to look into the educational progress of SCs and tribal people. Mainly this committee has seen that this is a lie. The SCs, the tribal people, how can we be included in the main course? The Reddy committee further recommended that all the state government in the country should appoint similar committees in their separate jurisdictions in order to educate the scheduled cast and tribal people as much as possible. People are saying that every state should work on this to educate SCs and tribal people. The committee emphasized the development of a common school system in order to provide all the needed facilities to the so far neglected backward class people. The committee also gave suggestions with regard to free and universal education of the children, adult education, secondary education, university education, teachers, training and financial provision. It also recommended for the appointment of AICTE. Janadan Reddy report said that AICTE should be done. You know that AICTE is going in the country now. However, NEP 2020 has said that they will merge it. All India Council for Technical Education. After that comes a very important commission, National Knowledge Commission, which was established in 2005. The National Knowledge Commission, NKC was constituted on 13th June 2005 by the Prime Minister of India, Dr. Manmohan Singh. The commission was to be a think tank which would consider the possible policies that might sharpen India's comparative advantage in the knowledge intensive service sectors. It was a think tank. It was tasked with thinking about how to improve the education of the country. They took five areas of knowledge. Providing access to knowledge. First, the knowledge should reach everyone. Then, knowledge concepts are organized. You can organize the knowledge. Knowledge creation can be enhanced or knowledge create. Knowledge application can promote technological change. Because this is the time when the technology is being included everywhere. And development of better knowledge services. They took five areas. And they recommended for higher education in three headings. That we should expand higher education, bring excellence in it and include it. So, what did they do for expansion? They created many more universities. They said, open up a lot of universities. Change the system of regulation for higher education by establishing an independent regulatory authority for higher education. They couldn't walk that much. They said, we should become an IRAH. Increase public spending and diversified sources of financing. Establish 50 national universities of the highest standard. They said, make 50 national universities. But they couldn't do that much. Then, for accidents, they said that existing universities need to be reformed by restructuring their curricula at least once in three years. They said, update your curriculum in three years. You know that it doesn't happen anywhere. Restructure undergraduate colleges affiliated to universities by providing autonomy to colleges. They are saying that you should provide colleges with autonomy. Now, colleges themselves show inhibition in autonomy. And what does inclusion mean? It's blind admissions policy should be adopted, making it unlawful for educational institutions to take into account any financial factor while educating a student. The government should support a well-funded and extensive national scholarship scheme targeting economically underprivileged. They are saying that underprivileged, which is historically a disadvantage, you should include them and give funding to the government. So, this came in 2005. After that came the policy of 2020, which is the main policy. Since I have covered several headings, I am not taking it here. There are many commissions committees in between. There are many more. But how much can you cover in a lecture? At least you should know this. The University Education Commission came in. Secondary Education Commission came in. Education Commission came in. There are two national policies and one is the latest one. There are many more. I have left them in between. Because of less time. We will talk about it later. But you should know this. Okay? So, thank you. And don't forget to like and subscribe to my channel. Explore education. I have done from my side.