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1.0 INTRODUCTION

After independence, India has grown significantly across all levels. Today, as we
witness India reaching new heights, especially in the education sector, it is our duty to
acknowledge the tireless efforts of the visionary leaders who served on various education
commissions. All education commissions formed after independence aimed to propel the
nation to new heights, recognizing that education is the fundamental need for any kind of
development. Education creates good and moral human beings, and through them, society
and the nation itself develops.

The Secondary Education Commission, chaired by Dr. A. Lakshmanaswami

Mudaliar, was the second education commission organized by the Government of India after
independence. This commission focused on secondary education and recommended a three-
year middle school and a four-year higher secondary school structure. The commission
suggested diversifying the curriculum to include science, technology, and vocational options.
The commission's primary aim was to examine the existing secondary education system and
recommend reforms.

The National Education Commission (1964-66), also known as the Kothari

Commission, was a pivotal moment in India's education history. Chaired by Dr. Daulat Singh
Kothari, this commission aimed to study and reform the entire education system in India. Its
primary objective was to formulate general principles and guidelines for education
development, from primary to the highest level, and advise the government on a standardized
national pattern of education. The commission provided a comprehensive review of the
education system and recommended several reforms.

The National Policy on Education (1986, revised in 1992) was the last major policy
framework until the introduction of the National Education Policy 2020. The National Policy
on Education (1986) marked a crucial milestone in India's education sector, emphasizing
universal access to elementary education for all children between the ages of 6 and 14.

Through this study trainee try to reflect on the aims of education as per the report of
Secondary Education Commission, Indian Education Commission, and National Policy on
Education (1986).
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1.1 MEANING OF EDUCATION

Education is the process of acquiring knowledge, skills, values, and attitudes through various
forms of learning. It is the systematic and intentional process of facilitating learning and
development, typically through formal institutions such as, school, colleges, Universities, but
also through informal channels such as family, community, and workplace settings.
Education enables individuals to acquire knowledge and skills that re necessary to navigate
the world, engage in meaningful relationship with others, and contribute to the society. It is
an essential tool for personal growth and development, social mobility, and economic
prosperity.

2.0 AIMS OF EDUCATION

2.1 SECONDARY EDUCATION COMMISSION.

The Secondary Education Commission, also known as the Mudaliar Commission, was
established in 1952 under the chairmanship of Dr. A. Lakshmanaswami Mudaliar. Its primary
objective was to analyse and improve the state of secondary education in post-independent
India.

2.1.1Educational aims as per the commission

 Fostering Democratic Citizenship

The commission placed significant emphasis on fostering democratic citizenship. It

advocated for the development of democratic values, training students to become responsible
citizens, and promoting national unity and integration. This emphasis aimed to create a
generation of individuals who would actively contribute to the growth and development of
the nation.

 Life Preparation

The commission also recognized the importance of life preparation. It emphasized the
need for a balance between academic and practical knowledge, and the development of life
skills and vocational abilities. This approach aimed to equip students with the necessary skills
to navigate the complexities of modern life and contribute to the workforce.
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 Individual Development

Individual development was another key focus area. The commission advocated for
the holistic development of personality, including character building, value education,
and the cultivation of leadership qualities. This approach aimed to nurture well-rounded
individuals with strong moral values and the ability to lead.

 Cultural Growth

Furthermore, the commission recognized the importance of cultural growth. It

emphasized the preservation of India's rich cultural heritage, the promotion of cultural
understanding, and the development of artistic appreciation. This approach aimed to instil a
sense of cultural pride and foster appreciation for diverse cultures.

 Academic Excellence

Finally, the commission emphasized academic excellence. It advocated for a strong

foundation in core subjects, the development of critical thinking skills, and preparation for
higher studies. This approach aimed to ensure that students were well-prepared for further
education and careers.

2.2 INADIAN EDUCATION COMMISIION

The Indian Education Commission (1964-66), also known as the Kothari Commission,
outlined several key aims of education to guide India's educational landscape.

2.2.1 Economic Development

To increase productivity, education should focus on developing vocational and technical

skills, promoting scientific temper, research, and innovation. Improving agricultural and
industrial efficiency is crucial for the nation's progress.

2.2.2 Promoting Social and National Integration

Education should foster national unity, develop common citizenship values, and break down
social barriers. By strengthening democracy and building national character, education can
promote social cohesion.
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2.2.3 Education for Modernization

Adopting modern technologies, developing a scientific attitude, and promoting rational

thinking are essential. Education must adapt to changing needs, ensuring India's progress in
the global landscape.

2.2.4 Developing Social, Moral, and Spiritual Values

Character development, moral values, and preserving cultural heritage are vital. Education
should develop social sensitivity, promote universal values, and foster responsible
citizenship.

2.2.5 Providing Equal Educational Opportunities

Education should be accessible to all, reducing disparities and focusing on disadvantaged

groups. Promoting women's education is critical for social equality.

2.2.6 Ensure Quality Education

Improving teaching standards, enhancing learning outcomes, updating curriculum, and better
evaluation methods are necessary. Quality education is the foundation for a prosperous
nation.

2.2.7 Foster Personal Development

Education should facilitate all-round development, self-reliance, leadership qualities, and

creative expression. By achieving these aims, education can empower individuals to
contribute meaningfully to society.

The Kothari Commission's recommendations continue to shape India's educational priorities,

emphasizing the transformative power of education in nation-building.

2.3 NATIONAL POLICY ON EDUCATION 1986

The National Policy on Education (1986) outlines nine key aims to guide India's education
system:

2.3.1 Universalization of Education

The policy emphasizes Universalization of Education, ensuring access to quality education

for all children, regardless of social or economic background, and reducing disparities in
education access and outcomes.
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2.3.2 All-Round Development of the Individual

Education should promote All-Round Development of the Individual, fostering holistic

growth in physical, intellectual, social, and emotional aspects. This includes encouraging
critical thinking, problem-solving, and creativity.

2.3.3 National Integration

National Integration is another vital aim, cultivating national identity and pride while
promoting understanding and respect for diverse cultures and religions.

2.3.4 Secularism

The policy upholds Secularism, advocating for religious tolerance and critical thinking about
religious beliefs and practices.

2.3.5 Scientific Temper and Technological Development

To foster progress, Scientific Temper and Technological Development are encouraged,

promoting scientific inquiry, technological innovation, and applying scientific knowledge to
address societal problems.

2.3.6 Vocationalization of Education

Vocationalization of Education integrates vocational training into the education system,

preparing students for employment and self-employment.

2.3.7 Environmental Awareness

Environmental Awareness is also stressed, promoting environmental consciousness,

sustainable development, and encouraging students to participate in conservation efforts.

2.3.8 Gender Equality

Gender Equality ensures equal opportunities for girls and boys in education, challenging
gender stereotypes and promoting equality.

2.3.9 Value Education

Lastly, Value Education cultivates moral values, ethical behavior, and social responsibility,
encouraging students to develop empathy and compassion.
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These aims continue to shape India's educational priorities, striving for a comprehensive and
inclusive education system.

3.0 COMPARITIVE INTERPRETATION OF THREE COMMISSIONS

3.1 SIMILARITIES

The Mudaliar Commission, Kothari Commission, and National Policy on Education

(1986) played pivotal roles in transforming India's educational landscape. Recognizing the
significance of education in shaping a nation's future, these commissions aimed to enhance
the country's educational standards. Key similarities among the three include:

All three commissions emphasized national integration and unity. The Mudaliar
Commission focused on fostering democratic citizenship as education's primary aim, a view
shared by the Kothari Commission and National Policy on Education (1986).

Individual development and growth were also prioritized. The commissions advocated
for holistic personality development and integral individual growth in educational planning
and curriculum development. Additionally, they stressed the preservation and promotion of
Indian culture as a key educational objective.

Mudaliar, Kothari, and National Policy on Education (1986) - recognized the pivotal
role of education in social and economic development. They emphasized the importance of
improving vocational and technical skills of individuals to support the nation's economic
growth. This focus on skill development and technological advancement is crucial, as
education delivers large, consistent returns in terms of income and is a key factor in ensuring
equity and inclusion.

3.2 DIFFERENCES

The Mudaliar Commission, the Kothari Commission, and the National Policy on
Education (NPE) 1986. Each of these commissions aimed to uplift the nation through
education, but their specific emphases varied.

The Mudaliar Commission, established in 1952, prioritized the development of

democratic citizenship. It emphasized the role of education in fostering values like tolerance,
respect for diversity, and active participation in democratic processes. The commission also
stressed the importance of vocational education to equip individuals with practical skills for
employment.
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In contrast, the Kothari Commission, appointed in 1964, focused on scientific and

technological advancement. It recognized the crucial role of science and technology in
national development and recommended a curriculum that would promote scientific temper
and critical thinking. The commission also emphasized the need for higher education
institutions to conduct research and contribute to technological innovation.

The NPE 1986, building upon the recommendations of previous commissions and
policies, prioritized social justice and equality. It aimed to provide quality education to all,
irrespective of caste, creed, or gender. The policy emphasized the importance of
universalization of education, particularly for girls and marginalized groups. It also advocated
for a curriculum that would promote national integration, secularism, and environmental
consciousness.

4. RATIONALE OF THE STUDY

Education commissions are established to study the existing educational system and make
significant recommendations for its improvement, tailored to the needs of the time. The
evolution of India's education system has been profoundly influenced by various
commissions and policies. Three pivotal milestones in this journey are: the Mudaliar
Commission, the Kothari Commission, the National Policy on Education (NPE), 1986.

As a teacher trainee, it is essential to possess in-depth knowledge of the

recommendations and ideas proposed by these commissions for upgrading India's education
system. Although numerous commissions have followed these three, they built upon the
foundation laid by them. Subsequent commissions primarily updated and expanded upon
existing recommendations, making this study crucial to understanding the evolution of India's
education system.

5. OBJECTIVES OF THE STUDY

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1. To identify and understand the recommendations of three major education

commissions post-Independence: Mudaliar Commission, Kothari Commission, and
National Policy on Education (1986).
2. To analyze the changes and developments in the Indian education system brought
about by these commissions.
3. To comprehend the aims of education suggested by these three commissions.
4. To compare and contrast the educational aims and recommendations of the Mudaliar,
Kothari, and National Policy on Education (1986) commissions.
5. To acquire sufficient knowledge about the recommendations of these education
commissions, enabling me to become an informed and effective teacher.

6. STATEMENT OF THE PROBLEM

Reflect on the aims of education as per the report of Secondary Education Commission,
Indian Education Commission, and National Policy on Education (1986).
7. FINDING OF THE STUDY
India gained independence in 1947. Post-independence, the country faced significant
challenges in establishing a robust education system, focusing on developing a democratic,
stable, and socially cohesive nation while preserving its rich cultural heritage. Recognizing
that a nation's development relies heavily on its educated youth, the Indian government
promptly established various education commissions and policies.
This study examines three pivotal education commissions post-independence:
1. Secondary Education Commission (1952-1953), also known as the Mudaliar Commission
2. Indian Education Commission (1964-1966), also known as the Kothari Commission
3. National Policy on Education (1986)
These commissions profoundly impacted India's education landscape, contributing to
the nation's growth. This study primarily focuses on the aims of education as envisioned by
these three commissions. Their shared objective was to foster a democratic India,
characterized by economic stability and social harmony, through education.
The Secondary Education Commission, also known as the Mudaliar Commission,
focused on fostering national unity through democratic citizenship. This commission
emphasized creating a generation of individuals who would actively contribute to the nation's
growth and development.

The Indian Education Commission, chaired by Kothari, suggested economic

development through developing vocational and technical skills of individuals. The National
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Policy on Education emphasized compulsory and free education for children aged 9-14, as
well as equality in educational opportunities.
8. SUGGESTIONS AND RECOMMENDATIONS
All three commissions - Mudaliar, Kothari, and National Policy on Education (1986) -
suggested practical recommendations to improve India's educational system, but many of
their objectives remain unfulfilled. Despite the Indian government's introduction of the
National Education Policy 2020, the goals and recommendations of the previous
commissions are yet to be implemented.
The existing issues in India's education system include inequality in providing
educational opportunities and a shortage of trained and qualified teachers, particularly in
government institutions. This hinders the delivery of quality education to the younger
generation.
Instead of forming new commissions, the government and concerned individuals
should focus on realizing the recommendations made by past commissions and strive to
achieve their objectives.
Here are some key areas that require attention:
1. Inequality in Education: Addressing disparities in educational opportunities to ensure
equal access for all.
2. Teacher Training: Enhancing the qualifications and training of teachers, especially in
government institutions.
3. Implementation of Recommendations: Focusing on realizing the goals and objectives
outlined by previous commissions.
By addressing these areas, India can move closer to achieving its educational goals and
providing quality education to its younger generation.

9. EDUCATIONAL IMPLICATIONS
1. Historical Perspective: Studying these commissions provides a historical perspective
on how the nation's educational goals have evolved over time, reflecting changing
social, economic, and political contexts.
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2. Policy Evaluation: Analysing the recommendations of these commissions can help

evaluate the effectiveness of subsequent educational policies in achieving their stated
goals.
3. Curriculum Development: Understanding the national goals can help educators
develop curriculum that aligns with the broader aims of education.
4. Student-Centered Learning: The emphasis on holistic development and social
values can inform teaching methodologies that promote critical thinking, creativity,
and social responsibility.
5. National Identity: The focus on national integration and cultural heritage can
encourage educators to promote a sense of belonging and civic responsibility among
students.
6. Democratic Values: The emphasis on democratic values can be integrated into the
curriculum to foster active citizenship and participation in democratic processes.
7. Work-Ready Graduates: The emphasis on vocational education and skill
development can help prepare students for the workforce and lifelong learning.
8. Holistic Development: The focus on the all-round development of the individual can
encourage educators to promote creativity, critical thinking, and problem-solving
skills.
10. LEARNING OUTCOME
After doing a detailed study on the aims of education as per the report of Secondary
Education Commission, Indian Education Commission, and National Policy on Education
(1986), trainee:
1. Enhanced reading, reflection, and writing skills.
2. Understood the primary aims of education as per the three major education commissions’
post-Independence (Mudaliar, Kothari, and National Policy on Education, 1986).
3. Gained ability to compare and contrast different texts.
4. Recognized of the gap between proposed aims and actualized outcomes in India's
education system.

CONCLUSION
The evolution of educational aims in India, as outlined by the Secondary Education
Commission, the Indian Education Commission, and the National Policy on Education 1986,
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reflects the nation's changing socio-political landscape and its evolving aspirations. These
commissions have played a pivotal role in shaping the Indian education system by
emphasizing character building, scientific temper, social responsibility, and the development
of a holistic individual.
The Secondary Education Commission (1952-53) underscored the importance of
general education alongside vocational training, aiming to produce well-rounded citizens
capable of contributing to national development. The Indian Education Commission (1964-
66) further emphasized the need for a balanced education that fosters intellectual, moral, and
social development. The National Policy on Education 1986 built upon these foundations,
prioritizing universal access to quality education, removal of social disparities, and the
development of a strong and just society.
While these commissions have made significant contributions to the Indian education
system, the present scenario reveals several challenges. Issues such as inadequate
infrastructure, teacher shortages, and a lack of quality education persist, particularly in rural
areas. Moreover, the focus on rote learning and examination-centric education often
overshadows critical thinking and problem-solving skills.

To address these challenges and realize the envisioned aims of education, several
recommendations can be considered. Firstly, there is a need to implement the
recommendations of the NEP 2020, which emphasizes learner-centric education, critical
thinking, and experiential learning. Secondly, investment in teacher training and development
is crucial to improve the quality of teaching and learning. Thirdly, a focus on early childhood
education and foundational literacy and numeracy skills is essential to build a strong
educational foundation. Finally, a robust public-private partnership can be explored to
enhance infrastructure and resource allocation in the education sector.

In conclusion, the aims of education as envisioned by various commissions and

policies in India are commendable. However, significant strides are needed to translate these
ideals into reality. By addressing the existing challenges and implementing the proposed
recommendations, India can strive towards a more equitable, inclusive, and quality education
system that empowers its citizens and contributes to the nation's progress.

REFERENCE

 Recommendations of Secondary Education Commission, PDF,

https://www.gtchooghly.ac.in
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 Mudaliar Commission-Aims, Recommendation, pattern. https://www.adda247.com

 Aims of Education PDF, SD College, Barnala. https://sdcollegeinstitutions.org
 Educational Aims of Policy 1964-66 and 1986/ PPT, https://www.slideshare.net
 Ms. Vanand, Aims of Education in NPE 1986 and NEP2020, Bharatiyam
International Journal of Education and Research,
https://www.ganginstituteofeducation.com.