APPENDICES I :
RESOLUTION OF THE GOVERNMENT OF
 INDIA SETTING UP THE EDUCATION
 COMMISSION
 

The Government of India, ever since the attainment of indepen- dence, have given considerable attention to the development of a national system of education rooted in the basic values and the cherished traditions of the Indian nation and suited to the needs and aspirations of a modern society. While some advances have been made in these directions, the educational system has not generally evolved in accordance with the needs of the times, and a wide and distressing gulf continues to persist between thought and action in several sectors of this crucial field of national activity. In view of the important role of education in the economic and social development of the country, in the building of a truly democratic society, in the promotion of national integration and unity, and above all, for the transformation of the individual in the endless pursuit of excellence and perfection, it is now considered imperative to survey and examine the entire field of education in order to realize within the shortest possible period a well balanced, integrated and adequat system of national education capable of making a powerful contribution to all spheres of national life.

(2) The attainment of independence ushered in a new era of national development founded upon the adoption of a secular democracy, not only as form of Government but also as a way of life; the determination to eliminate the poverty of the people and to ensure a reasonable standard of living, for all, through modernization of agri- culture and rapid development of industry; the adoption of modem science and technology and their harmonizing with traditional spiritual values; the acceptance of a socialistic pattern of society which will secure equitable distribution of wealth and equality of opportunity for all in education, employment and cultural advancement. Greater emphasis came to be placed on educational development because of the realization that education, especially in science and technology, is the most powerful instrument of social transformation and economic progress and that the attempt to create a new social order based on freedom, equality and justice can only succeed if the traditional educational system was revolutionized, both in content and extent.

* No F. 41/3 (3)/64-E. I. Ministry of Education, Government of India, New Delhi, the 14th of July, 1964 as finally modified.

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(3) Quantitatively, education at all levels has shown a phenome- nal development in the post-independence period. In spite of this ex- pansion, however, there is widespread dissatisfaction about Several aspect of educational development. For instance, it has not been possible to provide free and universal education for all children up to 14 Years of age. The problem of mass illiteracy continues to be immense. It has not been possible to raise standards adequately at the secondary and university stages. The diversification of curricula in secondary and higher education has not kept pace with the times so that the problem of educated unemployment has been intensified on the one hand while, on the other, there is an equally acute shortage of trained manpower in several sectors. The remuneration and service conditions of teachers leave a great deal to be desired; and several important academic problems are still matters of intense controversies. In short, qualitative improvements in education have not kept pace with quantitative expansion, and national policies and programmes concerning the quality of education, even when these were Well conceived and generally agreed to, could not be implemented satisfactorily.

(4) The Government of India are convinced that education is the to national prosperity and welfare and that no investment is likely to yield greater returns than investment in human resources of which the most important component is education. Government have also decided to mobilize all the resources of science and technology which can only be done on the foundation of good and progressive education and to that end, to increase considerably their total investment in the development of education and scientific research. The nation must be prepared to pay for quality in education, and from the value attached to education by all sectors of the people it is clear 'that they will do so willingly.

(5) It is desirable to survey the entire field of educational development as the various parts of the educational system strongly interact with and influence one another. It is not possible to have progressive and strong universities without efficient secondary schools and the quality of these schools is determined by the functioning of elemntary schools. What is needed, therefore, is a synoptic survey and an imaginative look at education considered as a whole and not fragmented into parts and stages. In the past, several commissions and committees have examined limited sectors and specific aspects of education. It is now proposed to have a comprehensive review of the entire educational system.

(6) While the planning of education for India must necessarily emanate from Indian experience and conditions, Government of

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India are of the opinion that it would be advantageous to draw upon the experience and thinking of educationists and scientists from other parts of the world in the common enterprise of seeking for the right type of education which is the quest of all mankind, specially at this time when the world is becoming closely knit together in so many ways. It has, therefore, been decided to associate with the Commission either as members or as consultants, some eminent scientists and educationists from other countries. The United Nations' Educational, Scientific and Cultural Organisation has provided three members for the Commission viz., Mr. Jean Thomas, Inspector General of Education, France, and formerly Assistant Director General of UNESCO, Prof. Shumovsky, Director, Methodological Division, Ministry of Higher and Special Secondary Education, RSFSR, Moscow, and Professor of Physics, Moscow University, and Prof. Sadatoshi Thara, Professor of the First Faculty of Science and Technology, Waseda University, Tokyo, who have since joined the Commission. It is expected that the collaboration of some eminent scientists, and educationists as consultants, with the work of the Commission, will also be forthcoming. Negotiations are in progress with some more specialists and additions of names of foreign consuLtants will be notified from time to time. In addition, the Commission has been authorized to invite from time to time such other consultants in India in relation to any aspect of its enquiry as it may consider necessary.

(7) For the purposes outlined in the foregoing paragraphs, Government of India have decided to set up an Education Commission consisting of the following members:-

CHAIRMAN

1. Prof. D. S. Kothari, Chairman, University Grants Commission. New Delhi.

MEMBERS

2. Sir A. R. Dawood, Former Director, Extension Programmes for Secondary Education, New Delhi.

3. Mr. H. L. Elvin, Director, Institute of Education, University of London London.

4. Shri R A. Gapalaswami, Director, Institute of Applied Manpower Research, Now Delhi.

5. Dr. V. S. Jha, Former Director of the Commonwealth Education Liaison Unit in London.

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6. Shri P. N. Kirpal, Educational Adviser to the Government of India, New Delhi.

7. Prof. M. V. Mathur, Professor of Economics and Public Administration, University of Rajasthan, Jaipur.

8. Dr. B. P. Pal, Director, Indian Agricultural Research Institute, New Delhi.

9. Kumari S. Panandikar, Head of the Department of Education, Karnatak University, Dharwar.

10. Prof. Rogar Revelle, Dean of Research, University of California, U.S.A.

11. Dr. K. G. Saiyidain, Former Educational Adviser to the Government of India, New Delhi.

12. Dr. T. Sen, Rector, Jadavpur University, Calcutta.

13. Mr. Jean Thomas, Inspector General of Education, France, and formerly, Assistant Director-General of UNESCO.

14. Prof. S. A. Shumovsky, Director, Methodological Division, Ministry of Higher and Special Secondary Education, RSFSR, Moscow, and Professor of Physics, Moscow University.

15. Prof. Sadatoshi Ihara, Professor of the First Faculty of Science & Technology, Waseda University, Tokyo.

MEMBER-SECRETARY

16. Shri J. P. Naik, Head of the Department of Educational Planning, Administration & Finance, Gokhale Institute of Politics & Economics, Poona.

ASSOCIATE SECRETARY

17. Mr. J. F. McDougall, Assistant Director, Department of School and Higher Education, UNESCO, Paris.

(8) The Commission will advise Government on the national pattern of education and on the general principles and policies for the development of education at all stages and in all its aspects. It need not however, examine the problems of medical or legal education, but such aspects of these problems as are necessary for its com- prehensive enquiry may be looked into.

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(9) The Commission will submit its final report as early as pos- sible and not later than the 31st March, 1966. Where immediate implementation of certain programmes is necessary the Commission may also submit, from time to time, interim reports dealing with limited sectors on problems of education. Government are anxious that the implementation of agreed recommendations about specific matters of importance shall on no account be held up until the completion of the Commission's work. On the other hand, its expert advice and guidance should be continuously, available to those charged with the responsibility for implementing educational programmes and policies.

Ordered that a copy of the Resolution be communicated to all State Governments and Administrations of Union Territories and to all Ministries of the Government of India.

Ordered also that the Resolution be published in the Gazette of India for information.

PREM KIRPAL,

Secretary,

to the Govt. of India.

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