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The Kothari Commission's report was entitled on
  • a)
    education and national development
  • b)
    learning to be adventure
  • c)
    diversification of education
  • d)
    education and socialisation in democracy
Correct answer is option 'A'. Can you explain this answer?
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The Kothari Commissions report was entitled ona)education and national...
Indian Education Commission (1964-1966), popularly known as Kothari Commission, was an ad hoc commission set up by the Government of India to examine all the aspects of the educational sector in India to evolve a general pattern of education and to advise guidelines and policies for the development of education in India.
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The Kothari Commissions report was entitled ona)education and national...
Overview of the Kothari Commission
The Kothari Commission, formally known as the Education Commission of 1964-66, was established by the Government of India to address the educational needs of the nation. Its report, titled "Education and National Development," laid the groundwork for educational reforms in India.
Significance of the Title
- The title "Education and National Development" reflects the commission's focus on the pivotal role education plays in fostering national progress.
- It emphasizes that education is not just a means of individual betterment but a critical instrument for achieving broader developmental goals.
Key Objectives of the Report
- Integration of Education and Development: The report underscores the necessity of aligning educational policies with national development objectives.
- Access and Equity: It advocates for inclusive education, ensuring that marginalized communities have access to quality learning opportunities.
- Quality Improvement: The commission stresses enhancing the quality of education to meet the evolving needs of society and the economy.
Impact on Educational Policies
- The recommendations of the Kothari Commission have significantly influenced educational policy-making in India, leading to:
- The establishment of a more structured and equitable educational framework.
- Introduction of new curricula that focus on holistic development and skill enhancement.
- Its legacy continues to shape contemporary debates on education in India, making the title of the report a reminder of the enduring connection between education and national progress.
In conclusion, the Kothari Commission's title aptly captures its vision of education as a fundamental pillar of national development, advocating for reforms that would lead to a more educated and empowered society.
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Direction: Read the following passage carefully and answer the questions.The Draft National Education Policy, 2019 (DNEP) implements the India-centric education system, which contributes to the continuous transformation of our nation into a just and vibrant knowledge society, by providing high-quality education to all. The NITI Aayog has focused policy focus specifically on education and outcomes of education from programs. It has promoted competitive federalism among states to improve their educational indicators that are measurable by a battery of tests on students. But any serious work on No One Left Behind (NOLB) can ask for a new and reformist approach. DNEP has provided some hope, but it calls for further examination of rhetoric and reality.DNEP must be read in the context of the current economic and educational climate in order to estimate the path and speed needed to make its vision a reality. On the one hand, we are in another new era of industrial revolution or skilled age. On the other hand, at present, around one million youth enter the workforce in India each month, but most of them are just raw hands without professional technical knowledge or practical business skills. The weak relationship between education and employment poses a potential risk of turning Indias demographic dividend into a demographic disaster.In the education sector, the elusive chaos of the quantity-quality-equity triangle remains unresolved. Although the merits of education are well recognized as an invaluable public, public investment for this has been minimal. It is relevant to explore how DNEP has addressed some key areas for policy interventions in school education, namely access, which can be measured by the education system, the size and flow of students crossing over to equity, which can be seen development-deprived populations, and lack or persistence of quality, which can be understood by teaching-learning processes and developmental outcomes for children that are more easily implied by attainable scores.Q. What calls for further examination of rhetoric and reality?

Direction: Read the following passage carefully and answer the questions. The Draft National Education Policy, 2019 (DNEP) implements the India-centric education system, which contributes to the continuous transformation of our nation into a just and vibrant knowledge society, by providing high-quality education to all. The NITI Aayog has focused policy focus specifically on education and outcomes of education from programs. It has promoted competitive federalism among states to improve their educational indicators that are measurable by a battery of tests on students. But any serious work on No One Left Behind (NOLB) can ask for a new and reformist approach. DNEP has provided some hope, but it calls for further examination of rhetoric and reality. DNEP must be read in the context of the current economic and educational climate in order to estimate the path and speed needed to make its vision a reality. On the one hand, we are in another new era of industrial revolution or skilled age. On the other hand, at present, around one million youth enter the workforce in India each month, but most of them are just raw hands without professional technical knowledge or practical business skills. The weak relationship between education and employment poses a potential risk of turning Indias demographic dividend into a demographic disaster. In the education sector, the elusive chaos of the quantity-quality-equity triangle remains unresolved. Although the merits of education are well recognized as an invaluable public, public investment for this has been minimal. It is relevant to explore how DNEP has addressed some key areas for policy interventions in school education, namely access, which can be measured by the education system, the size and flow of students crossing over to equity, which can be seen development-deprived populations, and lack or persistence of quality, which can be understood by teaching-learning processes and developmental outcomes for children that are more easily implied by attainable scores. Q.Our Indian education sector needs: I. To resolve the elusive conundrum of the quantity-quality-equity triangle II. To acknowledge the merit of education as an invaluable public good III. More public investment IV. Policy intervention in school education

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The Kothari Commissions report was entitled ona)education and national developmentb)learning to be adventurec)diversification of educationd)education and socialisation in democracyCorrect answer is option 'A'. Can you explain this answer?
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