On what possibilities the Kothari commission has given its views on the curriculum of education?
The school curriculum has been the basis of education. Through this course we want to fulfill the expected objectives. Educationists emphasize that the medium of instruction in which the curriculum has been made has created inaction. The commission has seriously considered the possibilities of the course.
1. Need for improvement in curriculum India is the only land where nation planners are engaged in building education and its courses beyond planning, which is not going to benefit the public. Is . According to the need of the country, research is done in the curriculum and the name of adding another topic by taking out one topic here is called curriculum improvement. The Education Commission has given such suggestions to improve the curriculum.
1. The education departments in universities should develop curricula on the basis of research.
2. From time to time there should be revision in these researches.
3. Text books and textbooks should be prepared. 4. To generate enthusiasm among the teachers through in-service curriculum.
5. There should be freedom in the schools to use new curricula. This work should be done in the affiliated schools in the training colleges.
6. The State Board of School Education should prepare curricula in all subjects and use them in schools with all facilities.
7. Curriculum should be prepared in collaboration with the Teacher Councils of various subjects, National Councils and State Institutes etc.
2. Organization of Curriculum The Commission has been feeling that in the first seven years of school education, an undivided course of general education should be prescribed for all. Classes 1st to 10th and a continuous stream of courses will run, culminating in the first external or public examination, and there will be no streaming or specialization in this general order. The main recommendations are as follows
1. 10 years general education curriculum should be taught in non-professional schools.
2. The level of achievement of the course at the end of that stage should be ascertained.
3. The burden of subjects was not imposed at the primary level. Only subjects related to language, mathematics and environment should be taught.
4. The syllabus of the higher primary level should be wide and deep. Teaching methods should be used properly.
5. To be taught with detail and depth at the lower secondary level.
6. At the higher secondary level, there should be diversification in the subjects.
7. More facilities should be given to the talented people in the higher primary. They may be taught a subject and/or the same subject with greater depth.
8. There should be two types of courses at the secondary level - (i) Ordinary, (ii) Advanced.
3. Language Teaching
1. The new language policy should be in relation to teaching.
2. The language policy should be as follows.
(1) Hindi should be considered as the language of the Union after the mother tongue. [Information of inclusive school
(2) English practical knowledge is useful for students.
(3) The development of language is based on the teacher and his qualities.
(4) The child should know three languages by class VII-X.
(5) Two additional languages.
(6) Hindi and English should be applied where they are needed or inspired.
(7) Four languages should be made compulsory at any level.
3. The trilingual formula should be based on these principles
(1) Mother tongue or regional language.
(2) The official and co-official language of the Central Government (as long as it lasts).
(3) A modern Indian or European language which
(i) and (ii) which are used as the medium of instruction.
1. One language should be taught normally at the lower primary level. It should be mother tongue or regional language.
2. Two languages should be taught at higher primary level, mother tongue or regional language and official language.
3. Three languages should be taught at the lower secondary level - (i) mother tongue or regional language, (ii) official or co-operative language (iii) modern Indian language.
5. Modern literary languages (except English) should be studied in selected schools. Hindi and English education should be arranged in non-Hindi speaking areas.
6. Hindi or English should be taught as official and co-official language for three and six years.
7. Study of language should not be compulsory in higher education.
8. Efforts should be made to spread and promote Hindi at the national level, but its study should not be imposed on unwilling persons.
9. Good literature should be published in Devanagari and Roman script.
10. English education should not be started before the fifth standard.
11. Classical language (Sanskrit, Arabic, Persian) should be introduced as an option language in class VIII.
4. Education of Science and Mathematics Teaching of Science and Mathematics should be taught as general education to every student. (i) Science Teaching
Science education at the lower primary level should be given in the form of environment education. In class VI, knowledge of Roman numerals, charts, maps etc. should be made available. qualification is required. ,
2. Reasoning should be developed at the higher primary level. reasoning and inference
3. Lines Corner (Science corner) in the lower primary school and laboratory and lecture hall in the upper primary is necessary.
4. Science should be developed as a discipline of the mind at the lower secondary level. Must do
5. Arrangement of Advance Course for Talented Boys at Lower Secondary Level
6. Science education should be a link between agriculture and technology. ( ii ) Maths Teaching RE
(1) For mental development, it is necessary to pay full attention to the teaching of mathematics.
(2) The curriculum of Mathematics at all levels of education should be modernised.
(3) The methods of teaching mathematics and science should be up to date. ( ii )
Social Studies & Social Sciences
(1) Social studies are essential for good citizenship. Its curriculum should emphasize on National Integration and Unity of Man.
( 2) There should be a scientific spirit in the methodology of social studies at all levels. Work Experience - Work experience means taking advantage of past experiences and connecting education with production. Self-reliance in food, economic development, employment, social national unity, political development, industrial progress is possible in countries through work experience. That is why the commission has made the following recommendations with emphasis on productivity in education.
1. Work experience program should be implemented at primary level. It should work as a workshop at the secondary level. It should arrange the work of agriculture, industry etc.
2. Where there is no workshop, set of tools and tools should be provided.
3. Training of teachers, arrangement of workshops and preparation of literature should be done. The commission has defined work-experience as follows- Involvement in production at school-home, shop, farm, factory or any other place "A revolutionary experiment was started in our country by Mahatma Gandhi in the form of basic education. Work. The concept of experience is exactly the same.It can also be described as a reinterpretation of the education he envisioned for a society on the path of industrialization.
(v) Social Service
(1) Social service program should be implemented for community development. It should be at all levels of education.
(2) There should be a provision of camps for labor and social service work. (vi) Physical Education To maintain mental consciousness, physical ability, skill and to build character, physical education should be given. Changes can also be made in this education based on the principles of child development.
(vii) Moral & Spiritual Education
(1) By giving moral education in an organized manner, spiritual values should be created. Direct and indirect methods should be used in this.
(2) There must be a remembrance period in the time-table for the development of moral and spiritual values. The subject should be related to the syllabus.
(viii) Creative Activities
(1) The government should constitute a committee to study the possibilities of teaching arts.
(2) Children's Homes should be established in every part of the country with the help of local communities.
(3) Arts departments should be opened in selected universities.
(4) For self-expression, co-curricular actions should be organized.
(ix) Difference between the curriculum of Boys & Girls According to the report of Hansa Mehta Committee, there should be no difference in the curriculum on the basis of sex. Home Science is for girls, but it is not mandatory. Music and fine arts, science and mathematics education should be encouraged.
(x) New Curriculum and Basic Education The basis of basic education is production. Production activities lead the course. Come in contact with the Valak community. It should take such a form that the system of education is fixed at all levels of education. All stages of education should be basic. There should not be a separate category or class of education in the name of basic education.
