Policy Frameworks for

Education in India UNIT 6 DEVELOPMENT OF

SCHOOL EDUCATION –
1947 TO 1964
Structure
6.1 Introduction
6.2 Objectives
6.3 Status of Education in India at the time of Independence
6.4 Basic Education: Report on the Post War Educational
Development in India (Sargent Plan)
6.5 The University Education Commission, 1948-49
6.5.1 The Aims of University Education
6.5.2 Teaching Staff of Universities and Colleges.
6.5.3 Standards of Teaching
6.5.4 Courses of Study
6.5.5 Medium of Instruction
6.5.6 Examinations
6.5.7 Women’s Education

6.6 Secondary Education Commission, 1952-53

6.6.1 New Organisational Pattern of Secondary Education
6.6.2 Study of Languages
6.6.3 Curriculum in Secondary Schools
6.6.4 Methods of Teaching
6.6.5 Education Character
6.6.6 Examination and Evaluation

6.7 First Five year Plan

6.8 Second Five year Plan
6.9 Third Five year Plan
6.10 Let Us Sum Up
6.11 References and Suggested Readings
6.12 Answers to Check Your Progress

6.1 INTRODUCTION
In the previous Unit, you read about the development of Education in India
before Independence.
In this Unit, you will read about the development of school education
after independence – from 1947 to 1964. This Unit will enable you to
reflect on the status of education in India at the time of independence. You
will read about the system of Basic Education, the recommendations of the
24 University Education Commission, 1948-49 as well as Secondary Education
Commission, 1952-53. Apart from this, you will also understand the growth Development of School
of education took place in India during First, Second, and Third Five Year Education – 1947 to 1964
Plans.

6.2 OBJECTIVES
After going through this Unit, you will be able to:
 trace the development of school education from 1947 to 1964;
 reflect on the status of education in India at the time of independence;
 critically analyse the Sargent Plan Report;
 discuss the recommendations of the University Education Commission,
1948-49;
 discuss the recommendations of the Secondary Education Commission,
1952-53; and
 describe the progress of school education during the 1st, 2nd and 3rd Five
Year Plans.

6.3 STATUS OF EDUCATION IN INDIA AT

THE TIME OF INDEPENDENCE
According to the First Five Year Plan, “the overall structure of the educational
system was defective in many ways.” The overall provision of educational
facilities was very inadequate. Only 40 per cent children of the age group
6-11, 10 per cent of 11-17 and 0.9 per cent of 17-23 were educated. The
literacy rate was 17.2. In 1949-50, the direct expenditure in primary schools
were only 34.2 per cent of the total educational expenditure, whereas a
sound and properly proportioned system of education requires that the major
share of this expenditure should be incurred to primary education.
There were disparities between different States in the provision of educational
facilities. The expenditure on education compared to total revenue and
population varied in different States. Educational facilities were also not
properly distributed between urban and rural areas. Expenditure on recognized
educational institutions in rural areas fell from 36 per cent of the total
expenditure in 1937-38 to 30 per cent in 1949-50, although the total
expenditure on education in rural areas had considerably increased.
There was lack of balance between provisions of facilities for different
sections of the society. A special concern in this regard was the neglect of
women’s education. Whereas women constituted nearly half of the population.
Girl in the primary, middle and high school stages in 1949-50, were only 28,
15 and 13 per cent respectively. In universities and colleges, for the same
year, girls were only 10.4 percent of the total number of students. At the
primary stage, most of the States did not found it feasible to have separate
schools for girls.
The various stages of the educational system were not clearly and rationally
marked out. The duration and standards of the primary and secondary stages
varied considerably over different States. The relationship of basic education 25
Policy Frameworks for with ordinary primary education and that of post-basic education with existing
Education in India secondary education was not clear.

Another disturbing feature of the situation was the large wastage that occurred
in various forms at different stages of education. Of the total number of
students entering schools in 1945-46, only 40.0 per cent reached class IV in
1948-49. The expenditure on the remaining 60.0 per cent was largely wasted.
In 1948-49, approximately only 115 lakh pupils were under compulsion and
most of the States expressed their inability to enforce it. The problem of
‘stagnation’, that is, when a pupil spends number of years in the same class,
was also serious. The existing facilities were not being fully utilized, as
shown by the unsatisfactory results of large number of students. This wastage
was largely due to the poor quality of teaching as well as faulty methods of
education. Another form of wastage was the unplanned growth of educational
institutions. The absence of adequate facilities for technical and vocational
education resulted in a much larger number of students going in for general
education.

The position with regard to teachers was highly unsatisfactory. A large

percentage was untrained. In 1949-50, the percentages of untrained teachers
were 41.4 per cent in primary schools and 46.4 per cent in secondary schools.
Another feature of the situation was the dearth of women teachers, who are
especially suited, for balavadis (including pre-schools and day nurseries)
and primary schools.

The scales of pay and conditions of service of teachers were generally very
unsatisfactory and constituted a major cause for the low standards of teaching.
The high cost of education, especially at the university level, prevented
many for pursuing higher studies. Lack of facilities prevented institutions
from building up the physical and mental health of students.

6.4 BASIC EDUCATION: REPORT ON THE

POST WAR EDUCATIONAL
DEVELOPMENT IN INDIA (SARGENT
PLAN)
In 1944, the Central Advisory Board of Education, submitted a comprehensive
Report on Post-War Educational Development containing certain important
recommendations. The report was popularly known as the Sargent Report in
the name of Sir John Sargent who was the Educational Adviser to the
Government of India. In the report, it was visualized as a system of universal,
compulsory and free education for the children between the age of 6 to
14 years. It was also recommended by the Committee that at the Middle
School stage, provision should be made for a variety of courses extending
over a period of five years after the age of 11. These courses, while, preserving
an essentially cultural character should be designed to prepare the pupils for
entry into industrial and commercial occupations as well as into the
Universities. It was recommended that the High School course should cover
6 years, the normal age of admission being 11 years and that the High
School should be of two main types (a) academic, and (b) technical.
26
 Development of School
6.5 THE UNIVERSITY EDUCATION Education – 1947 to 1964
COMMISSION, 1948-49
The University Education Commission was appointed by the Government of
India, “to report on Indian University Education and suggest improvements
and extensions that may be desirable to suit present and future requirements
of the Country”. Dr. S. Radhakrishnan (who later became the President of
India) was the Chairman of the Commission. That is why it is popularly
known as the Radhakrishnan Commission. The Commission’s Report
consisted of 18 Chapters.

6.5.1 The Aims of University Education

The Aims of University Education have been articulated by the Commission
in the following words: “We cannot preserve real freedom unless we preserve
the values of democracy, justice and liberty, equality and fraternity. It is the
ideal towards which we should work though, we may be modest in planning
our hopes as to the results which in the near’ future are likely to be achieved”
(MHRD, 1950). Universities must stand for these ideal causes which can
never be lost so long as people seek wisdom and follow righteousness. Our
Constitution lays down the general purposes of our State. Our universities
must educate along the right lines and provide proper facilities for educating
a larger number of people. If we do not have the necessary intelligence and
ability to work out these purposes, we must get them through the universities.
What we need is the awareness of the urgency of the task, the will and the
courage to tackle it and a whole-hearted commitment of this ancient and yet
new people to its successful performance.

6.5.2 Teaching Staff of Universities & Colleges

Regarding teaching Staff of Universities & Colleges, the main
recommendations given by the Commission were as follows:
 the importance of teachers and their responsibility should be recognized;
 conditions in the Universities which are suffering from lack of finances
and consequent demoralization be greatly improved;
 there may be four classes of Teachers - Professors, Readers, Lecturers
and Instructors;
 each University should have some Research Fellows; and
 promotions, from one category to another should be solely on grounds
of merit.

6.5.3 Standards of Teaching

Major recommendations regarding Standards of Teaching were:
 Admission to the university courses should correspond to that of the
present intermediate examination, i.e., after the completion of 12 years
of study at a school or an intermediate college.
 Each province should have large number of well-equipped and well-
staffed intermediate colleges (with classes IX to XII or VI to XII). 27
Policy Frameworks for  In order to divert students to different vocations after 10 to 12 years of
Education in India schooling, a large number of occupational institutes be opened.
 Refresher courses are organized by the universities for high school and
intermediate college teachers.
 In order to avoid overcrowding at universities and colleges, the maximum
number in the Arts and Science faculties of a teaching university be
fixed at 3,000 and in an affiliated college at 1,500.
 The number of working days be substantially increased to ensure a
minimum of 180 in the year.
 Lectures should be carefully planned and supplemented by tutorials,
library work and written exercises.
 There should be no prescribed textbooks for University courses.
 Tutorial instruction should be developed in all institutions imparting
University education.
6.5.4 Courses of Study
Recommendations on Courses of Study were:
 Students will be admitted to Colleges and Universities in the faculties
of Arts and Sciences, and in the professional schools after successful
completion of twelve years of schooling or intermediate.
 Master’s degree will be given to honours students after one year of
study beyond the bachelor’s degree, and students are to be passed after
two years beyond the Bachelor’s Degree.
 Both Universities and Secondary Schools should begin the study of the
theory and practice of general education, and undertake preparation of
theory as well as practical courses and literature for general education
courses will be developed which will give the student the best possible
acquaintance with and mastery of the contents.
 Without unnecessary delay the principles and practice of general
education should be introduced, so as to correct the extreme specialization
which now is common in our intermediate and degree programs.
 The relation between general and special education should be worked
out for each field, keeping in mind the general interests of the student
and their special occupational interest.
6.5.5 Medium of Instruction
About Medium of Instruction, the Commission was of the view that:
 Whichever form of Hindi is ultimately chosen as the official language
of the Indian Federation will become the language of business,
adminitration and teaching and research.
 English be replaced as early as possible as the medium of instruction
for higher education by an Indian language.
 Implementation of three languages - the regional language, the Federal
language and English in school education (the last one in order to
28 acquire the ability to read books in English).
 Higher education should be imparted through the regional language Development of School
with the option to use, the Federal language as the medium of instruction Education – 1947 to 1964
either for some subjects or for all Subjects.

 Immediate steps should be taken for developing the Federal and Regional
languages.

 English should be studied in High Schools and in the Universities in

order that we may keep in touch with the ever growing knowledge.

6.5.6 Examinations
Regarding Examinations, the Commission gave the following
recommendations:

 A thorough study of the scientific methods of educational testing and

appraisal should be undertaken by the Ministry of Education, and at the
Universities with a view to applying the results of the study in Indian
educational practice.

 The Ministry of Education should have one or two experts who are
skilled in the preparation and use of objective tests and who understand
the underlying procedures and principles, preferably persons who have
a Doctorate in this field.

 Each University should have a permanent full time Board of Examiners

with a small staff of assistants who can do clerical and routine work.
All the members of the Board, which need not exceed three in number,
should have at least five years’ teaching experience and at least one
should be a highly expert person in the field of testing and statistics.

 A battery of psychological and achievement tests should be developed

for use in the higher secondary stage for the final test at the end of
twelve years of schooling.

 A set of objective progress tests for guidance and for evaluating class
room progress should also be developed immediately.

6.5.7 Women’s Education

Recommendations regarding Women’s Education were:

 Ordinary amenities and decencies of life should be provided for women

in colleges.

 Educational opportunities for women should be increased.

 Appointment of educational guidance instructors to help women to get

a clear view of their real educational interests.

 College programs should be so designed that it will be possible for the

women to equally participate with the male students.

 Standards of courtesy and social responsibility should be emphasized

on the part of male students in co-education Colleges; 29
Policy Frameworks for  Where new colleges are established to serve both men and women
Education in India students, they should be truly co-educational institutions, with as much
thought and consideration given to the needs of women as those of
men.
 Female teachers should be paid the same salaries as male teachers for
equal work.

Check Your Progress 1

Note: i) Write your answers in the space given below.
ii) Compare your answers with those given at the end of the
Unit.
1. Critically Analyse the recommendations made by the University
Education Commission regarding Teaching Staff of Universities
& Colleges.
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2. Discuss the Commission’s recommendation on Women Education.
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6.6 SECONDARY EDUCATION COMMISSION,

1952-53
The Secondary Education Commission, 1952-53, was appointed by the
Government of India, aiming to:
(a) enquire into and report, the present position of Secondary Education in
India in all its aspects and
(b) suggest measures for its reorganization and improvement with particular
reference to:
(i) the aims, organization and content of Secondary Education;
(ii) its relationship to Primary, Basic and Higher Education;
(iii) the inter-relation of Secondary Schools of different types; and
(iv) other allied problems.
Dr. A. Lakshmanswami Mudaliar, Vice-Chancellor, Madras University, was
the Chairman of the Commission. That is why it is popularly known as the
30 Mudaliar Commission.
6.6.1 New Organisational Pattern of Secondary Education Development of School
Education – 1947 to 1964
The Mudaliar Commission recommended a new organisational pattern of
Secondary Education. Specific recommendations in this regard were:
 Secondary education should commence after four or five years’ period
of Primary or Junior Basic education and should include (a) the Middle
or Senior Basic or Junior Secondary stage of 3 years, and (b) the Higher
Secondary stage of 4 years.
 The present Intermediate stage should be replaced by the Higher
Secondary stage which should be of four years’ duration, one year of
the present Intermediate being included in it.
 The first degree course in the University should be of three years’
duration.
 For those who pass out the High school, there should be provision for
a pre-university course of one year.
 Admission to professional Colleges should be open to those who have
completed the Higher Secondary course, or have taken one year’s pre-
University course.
 In the professional Colleges, a pre-professional course of one year should
be provided for the students.
 Multi-purpose schools should be established, wherever, possible to
provide varied courses of interest to students with diverse aims, aptitudes
and abilities.
 Those who have successfully completed such courses should be given
opportunities to take up higher courses in polytechnics or technological
institutions.
 All States should provide special facilities for agricultural education in
rural schools and such Courses should include Horticulture, Animal
Husbandry and Cottage Industry.
 Technical Schools should be started in large numbers either separately
or as part of Multi-purpose schools.
 Central Technical Institutes should be established in large cities which
may cater to the needs of several local schools.
 In the interest of evolving a suitable pattern of technical courses at the
Secondary stage, the All-India Council for Technical Education and the
bodies functioning under it should be utilised for working out details of
the courses.
 Public schools should continue to exist for the present and their pattern
of education should be brought into reasonable conformity with the
general pattern of national education.
 A number of residential schools should be established, more particularly
in rural areas.
 “Residential Day Schools” should be established in suitable centers to
provide greater opportunities for teacher-pupil contact and for developing
recreational and extracurricular activities. 31
Policy Frameworks for  A larger number of schools should be established to meet the needs of
Education in India handicapped children.
 Special facilities for the study of home science should be made available
in all girls’ schools and co-education or mixed schools.
 Efforts should be made by State Governments to open separate schools
for girls, wherever, there is demand for that.
 Definite conditions should be laid down with regard to co-educational
or mixed schools to satisfy the special needs of girl students and women
members among the teaching staffs.

6.6.2 Study of Languages

The Commission recommended the following with regard to the study of
languages:
 Mother-tongue or the regional language should generally be the medium
of instruction throughout the secondary stage.
 During the Middle school stage, every child should be taught at least
two languages. English and Hindi should be introduced at the end of the
Junior Basic stage, subject to the principle that no two languages should
be introduced in the same year.
 At the High and Higher Secondary stage, at least two languages should
be studied, one of which being the mother-tongue or the regional
language.

6.6.3 Curriculum in Secondary Schools

The Commission made the following recommendations with respect to
curriculum:
 At the Middle school stage, the curriculum should include (i) Languages;
(ii) Social Studies; (iii) General Science; (iv) Mathematics; (v) Art and
Music; (vi) Craft; and (vii) Physical Education.
 At the High school or Higher Secondary stage, diversified courses of
instruction should be provided for the students.
 Certain number of core subjects should be common to all students
whatever the diversified courses of study that they may take; these
should consist of (i) Languages (ii) General Science (iii) Social Studies,
and (iv) A Craft.
 Diversified courses of study should include the following seven groups;
(i) Humanities (ii) Sciences (iii) Technical Subjects (iv) Commercial
Subjects (v) Agricultural Subjects (vi) Fine Arts, and (vii) Home Sciences.
As and when necessary additional diversified courses may be added.
 The diversified curriculum should begin in the second year of the High
school or Higher Secondary school stage.
 With a view to improve the quality of textbooks prescribed, a high
power Textbook Committee should be constituted, which should consist
32 of a high dignitary of the judiciary of the State, preferably a Judge of
 the High Court, a Member of the Public Service Commission of the Development of School
region concerned, a Vice-Chancellor of the region, a headmaster or Education – 1947 to 1964
headmistress in the State, two distinguished educationists and the Director
of Education. The Committee should function as an independent body.

 The Textbook Committee should lay down clear criteria for the type of
paper, illustration, printing and format of the book.

 Single textbooks should not be prescribed for every subject of study but
a reasonable number of books which satisfy the standards laid down
should be recommended, leaving the choice to the schools concerned.

 No book prescribed as a textbook. Book for general study should not

contain any passage or statement which might offend the religious or
social sentiments of any section of the community or might indoctrinate
the minds of the young students with particular political or religious
ideologies.

 Frequent changes in textbooks and books prescribed for study should

be discouraged.

6.6.4 Methods of Teaching

With regard to methods of teaching, the recommendations were:

 The methods of teaching in schools should have the aim not merely at
imparting of knowledge in an efficient manner, but to inculcate
inculcating desirable values and proper attitudes and habits of work in
the students.

 The emphasis in teaching should shift from verbalism and memorization

to learning through purposeful, concrete and realistic situations. For this
purpose, the principles of “Activity Method” and “Project Method,”
should be practiced.

 Teaching methods should provide opportunities for the students to learn

actively and to apply practically the knowledge that they have acquired
in the class-room.

 In teaching of all subjects, special stress should be placed on clear

thinking and expression both in speech and writing.

 Teaching methods should aim at imparting maximum quantum of

knowledge possible and more on training.

 A well thought out attempt should be made to adopt methods of

instruction to the needs of individual students as much as possible so
that poor, average and bright students may all have a chance to progress
at their own pace.

 Students should be given adequate opportunity to work in groups and

to carry out group projects and activities so as to develop the qualities
necessary for group life and cooperative work.

 Every Secondary school should have a general library, class libraries

and subject libraries. 33
Policy Frameworks for  Trained librarians should be appointed in all the schools and all teachers
Education in India should be given some training in the basic principles of library.
 Where there are no separate Public Libraries, the school libraries should
be available to the local public and all Public Libraries should have a
special section for children and adolescents.
 Steps should be taken to produce textbooks as well as books of general
reading which are of distinctly superior quality to the books at present
available.
 In order to popularize progressive teaching methods and facilitate their
introduction, “Experimental” and “Demonstration” schools should be
established and given special encouragement.

6.6.5 Education Character

The Commission laid great emphasis on the character education.
Recommendations in this context were:
 Character education should be envisaged as the responsibility of all
teachers and should be provided through every single aspect of school
programme.
 For promoting discipline, personal contact between teacher and the pupils
should be strengthened.
 Self-government in the form of house system with prefects or monitors
and student-councils, whose responsibility will be to draw up a Code of
Conduct and enforce its observance, should be introduced in all schools.
 Special importance should be given to group games and other cocurricular
activities and their educational possibilities should be fully explored.
 Suitable legislation should be passed making it an offence to utilise
students below the age of 17 for the purposes of political propaganda
or election campaigns.
 Religious instruction may be given in schools only on a voluntary basis
and outside the regular school hours, such instruction being confined to
the children of the particular faith concerned and given with the consent
of the parents and the managements.
 Extra-curricular activities should form an integral part of education
imparted in the school and all teachers should devote a definite time for
such activities.
 The State should give adequate financial assistance to the Scout
Movement and the School should provide opportunity to the Students
to spend few days every year at Scout camps.
 The N.C.C. should be brought under the central government which
should take the responsibility for its proper maintenance, improvement
and expansion.
 Training in First Aid, St. John’s Ambulance and Junior Red Cross work
should be encouraged in all schools.
34
6.6.6 Examination and Evaluation Development of School
Education – 1947 to 1964
Regarding examinations and evaluation, the following recommendations were
made:
 The number of external examinations should be reduced, and the element
of subjectivity in the essay-type tests should be minimised by introducing
objective tests and also by changing the type of questions.
 In order to find out the pupil’s all-round progress and to determine their
future, a proper system of school records should be maintained for
every pupil indicating the work done by them from time to time and
their attainments in different spheres.
 In the final assessment of the pupils, due credit should be given to the
internal tests and the school records of the pupils.
 The system of symbolic rather than numerical marking should be adopted
for evaluating and grading the work of the pupils in external and internal
examinations and in maintaining the school records.
 There should be only one public examination at the completion of the
Secondary school course.
 The certificate awarded should contain, besides the results of the public
examination in different subjects, the results of the school tests in subjects
as well as the gist of the school records.
 The system of compartmental examinations should be introduced at the
final public examination.

Check Your Progress 2

Note: i) Write your answers in the space given below.
ii) Compare your answers with those given at the end of the
Unit.
3. Highlight the main recommendations in relation to curriculum
at the Secondary stage.
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4. Discuss the methods of teaching recommended by the Commission.
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35
Policy Frameworks for
Education in India 6.7 FIRST FIVE YEAR PLAN
According to the First Five Year Plan, the most important needs for improving
education prevailed at that time, were:
 re-orientation of the educational system and integration of its different
stages and branches;
 expansion in various fields, especially in those of basic and social
education, remodeled secondary, technical and vocational education;
 consolidation of existing secondary and university education and devising
a system of higher education suited to the needs of the rural areas;
 expansion of facilities for women’s education, especially at the rural
areas;
 training of teachers, especially women teachers and teachers for basic
schools, and improvement in their pay-scales and conditions of service;
and
 helping backward States by giving preferential treatment at them in the
matter of grants.
In the context of the remarks made above, the Commission was of the view
that in the educational development envisaged, a serious attempt should be
made to achieve the following broad targets in various sectors, subject to
such modifications as may be required to suit local conditions:
 At the conclusion of the Five Year Plan, educational facilities should be
provided for at least 60 per cent of the children of the school going age
within the age group 6-11, and it should develop, as early as possible,
so as to bring children up to the age of 14 into schools in order to cover
the age-group 6-14, which should be regarded as an integral whole for
the purpose of providing basic education. The percentage of girls of the
school going age (6-11) attending schools should go up from 23.3 per
cent in 1950-51 to 40.0 per cent in 1955-56.
 At the secondary stage, the target should be to bring 15 per cent of the
children of the relevant age-group into educational institutions. The
percentage of girls of this age-group attending schools should go up to
10 per cent.
 In the field of social education, we should envisage that at least 30 per
cent of people (and 10 per cent of women) within the age group of 14
to 40 receive the benefit of social education.
For pre-university education (i.e. school education) the following schemes
of the Centre were envisaged:
Basic and Primary Education:
Complete units of basic education, from the pre-basic School to the
postgraduate basic training College, will be set up, at least one in each State.
Research in the problem of methods and curricula, with a view to improve
them, will be one of the special functions of these Units and results achieved
by them will be made available to all basic institutions of the Country in a
36
systematic manner. The training colleges of these units will train teachers for Development of School
junior and senior basic schools. Each of these units will also be a community Education – 1947 to 1964
centre as well as a research centre where the impact of a complete unit of
basic education on the whole life of the community will be studied. Ordinary
primary schools in the area in which a basic unit is set up will also help to
improve their standards.
Social Education:
Janta Colleges will be established, at least one in each State, for experimental
purposes. Their main object will be to train social education workers,
community members and administrators. When some of these colleges are
no longer needed for this training they will be turned into rural colleges.
These colleges will also serve as community centers. An attempt will also
be made to establish at least one school-cum-community center in each
District. The Janata Colleges will be opened in association with the units of
basic education mentioned above. Library service will also be integrated in
these institutions. The aim of concentrating all these institutions in one area
is to attempt intensive educational development of that area.
Secondary Education:
At least one multi-lateral high school will be opened as a pilot institution in
each State. These schools will have not only sections for liberal Arts and
Sciences but also sections for Technical Education, commerce, agriculture,
etc. Occupational schools, particularly for children between the ages of 14-
18 will also be established for experimental purposes. Grants will be given
on a non-recurring basis to such experimental schools conducted by the
States, if they satisfy the necessary conditions. Research bureau devoted to
the study of problems of secondary education will be established at secondary
training colleges or universities. Merit scholarships will be provided in existing
public schools to enable the poor students to obtain the benefits of these
institutions.

6.8 SECOND FIVE YEAR PLAN

The second five year plan provided for a larger emphasis on basic education,
expansion of elementary education, diversification of secondary education,
improvement of standards of College and University education, extension of
facilities for technical and vocational education and the implementation of
social education as well as cultural development programs. In the first five
year plan about Rs. 169 crores were provided for the development of education
– Rs. 44 crores at the Centre and Rs. 125 crores to the States. In the second
five year plan, Rs. 307 crores were provided – Rs. 95 crores at the Centre
and Rs. 212 crores to the States.

6.9 THIRD FIVE YEAR PLAN

The main emphasis in the Third Five Year Plan was on the provision of
facilities for the education of all children between the age group of 6-11
years, extension and improvement of the teaching of science at the Secondary
and University stages, development of vocational and technical education at
all levels, expansion and improvement of facilities for the training of
teachers for each stage of education, increase in scholarships, free ships and
other assistance. 37
Policy Frameworks for The Plan envisaged an increase in the number of primary schools by 73,000,
Education in India of middle schools by 18,100 and of high schools by 5,200. The total number
of schools in the Country would go up by about 24 per cent and to about
4,94,500.
As a result of the more intensive programs proposed for the Third Plan, the
proportion of trained teachers in each category was expected to rise up to
about 75 per cent.
The need for expanding facilities for pre-school education was being
increasingly stressed. Schemes for child welfare, now being formulated by
the Ministry of Education, included improvement of existing balwadis,
opening of new balwadis, expansion of the training programme for
‘bal sevikas’ and a number of pilot projects for child welfare in which
education, health and welfare services were to be organised in an integrated
manner.
The Third Five year Plan postulated an increase in the number of children
in the age-group 6-14 about equal to that achieved during the preceding
decade. For girls the proportion in the age-group was aimed to go up to
about 46 per cent and for boys to about 73 per cent. During the Third Plan,
it was proposed to convert about 57,760 schools into Basic Schools and to
link up the basic school education with the development activities of each
local community.
By the end of the Third Plan, the number of training institutions was aimed
to increase to 1424 (as against 1307 during the second plan) and all of them
were to impart training on basic lines, the number of pupil-teachers on rolls
being about 2,00,000 as compared to 1,35,000 in 1960-61. For teachers who
had not been trained in basic education, short-term courses of training in the
simpler aspects of basic education were to be provided.
In secondary Education the measures envisaged were the conversion of high
schools into higher secondary schools, development of multipurpose schools
with provision of a number of elective subjects along with and in addition
to the academic courses, expansion and improvement of facilities for the
teaching of Science, provision of educational and vocational guidance,
improvement of the examination and evaluation system, enlargement of
facilities for vocational education, increased facilities for the education of
girls and the backward classes and encouragement to merit through
scholarships.
A number of supporting measures had been proposed to improve and
strengthen teaching of Science. The existing Science syllabi in different
States will be reviewed and modified, where necessary, with a view to
integrating them with the Science syllabi at the earlier and later stages of
education. A programme of preparation of teachers’ hand-books, students’
manuals, Science text-books and supplementary reading material in Science
will also be undertaken. The training of laboratory assistants in the techniques
of handling laboratory apparatus had also been taken up during this period.
In addition, steps had been taken to standardise designs of Science apparatus
and to get them manufactured in the Country itself. In order to coordinate,
guide and direct the entire programme of Science teaching as well as the
38 training of key personnel, a central organisation for Science education is
proposed to be set up in the Third Plan. A scheme of Science talent search Development of School
is to be introduced with a view to identifying promising talent at the secondary Education – 1947 to 1964
stage and providing opportunities for its development.
During the first two Plans, 2115 multipurpose schools were established.
These offered one or more practical courses on Technology, Agriculture,
Commerce, Home Science and Fine Arts in addition to humanities and
Science. Although the concept of the multipurpose school had been readily
accepted and the scheme had expanded rapidly, certain difficulties had been
encountered, such as the lack of teachers trained to teach the practical subjects,
insufficient teaching material, especially textbooks and handbooks, limited
range of elective courses and inadequacy of educational and vocational
guidance facilities. During the Third Plan, therefore, it was proposed to
concentrate on the consolidation of the schemes by strengthening the
institutions already established, the programme of expansion being limited
to about 331 new schools. An integrated teacher training programme for the
multipurpose schools was proposed to be undertaken, and for this purpose,
it was planned to establish four regional training colleges that will prepare
teachers for the multipurpose schools through in-service and pre-service
training programmes both in the practical and the Science subjects. Steps
were also to be taken to stimulate greater experimental work in multipurpose
schools for providing courses of study suited to different levels of abilities,
including special programs of education for gifted students.

Check Your Progress 3

Note: i) Write your answers in the space given below.
ii) Compare your answers with those given at the end of the
Unit.
5. Critically analyse the Secondary education during first five year
plan.
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6. Discuss the increase of primary schools from first five year
plan to third five year plan.
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6.10 LET US SUM UP

The Unit critically analysed the development of school education starting
from 1947 to 1964. The status of education at the time of independence and
its subsequent progress in school education in terms of quantity as well as
quality have been discussed in this Unit. The report of Sargent plan on Basic 39
Policy Frameworks for Education and the emergence of universal primary education have also been
Education in India discussed in the Unit.
The recommendations of the two major education commissions, namely -
the University Education Commission, 1948-49, and Secondary Education
Commission, 1952-53, on the development of School Education have been
critically analysed in this Unit. Further to complement the recommendations
of the education commissions, the target as well as the achievements of
school education have been addressed in the First, Second, and Third Five
Year Plans in this Unit.

6.11 REFERENCES AND SUGGESTED

READINGS
Aggarwal, J.C. (1985). Development and Planning of Modern Education.
New Delhi: Vani Educational Books.
Aggarwal, J.C (1993). Landmarks in the History of Modern Indian Education.
New Delhi: Vikas Publishing House Pvt. Ltd.
Central Advisory Board of Education Report (1944). Report of the post-war
Educational Development in India, Delhi: Government of India.
Government of India (1950). Report of the University Education
Commission, 1948-1949. Delhi: Ministry of Education.
Government of India (1953). The Mudaliar Commission’s Report, 1952-53.
Delhi: Ministry of Education.
Govt. of India (1957). Second Five Year Plan, 1957-1962. Delhi: Government
of India
Govt. of India (1962). Third Five year Plan, 1962-1967.Delhi, Government
of India
Mukhopadhyay, M. (1999). “School Education”, in Mukhopadhyay, M. and
et al. (eds.), Indian Education: Development Since Independence, New Delhi:
Vikas Publishing House Pvt. Ltd.
Naik, J. P. & Nourellah, S. (1996). A Student’s History of Education in
India, Delhi: McMillan India Ltd.
Planning Commission (1952). First Five Year Plan, 1952-57. Delhi:
Government of India.
Purkait, B.R (2005). Milestones in Modern Indian Education, Kolkata: New
Central Book Agency.

[Note: The report of University Education Commission, 1948-49, and

Secondary Education Commission, 1952-53 and report of five year
plans available in Govt. of India websites, have been referred to
develop the content of the Unit.]

6.12 ANSWERS TO CHECK YOUR PROGRESS

Almost all the questions in Check Your Progress are analytical and reflective
40 in nature. It is, therefore, that the answers will be exercised by self.