{"id":8922,"date":"2024-02-03T12:27:49","date_gmt":"2024-02-03T12:27:49","guid":{"rendered":"https:\/\/commerceiets.com\/?p=8922"},"modified":"2024-02-03T12:27:53","modified_gmt":"2024-02-03T12:27:53","slug":"language-issues-identified-by-kothari-education","status":"publish","type":"post","link":"https:\/\/commerceiets.com\/language-issues-identified-by-kothari-education\/","title":{"rendered":"LANGUAGE ISSUES IDENTIFIED BY KOTHARI EDUCATION COMMISSION – B.ED NOTES"},"content":{"rendered":"\n

LANGUAGE ISSUES IDENTIFIED BY KOTHARI EDUCATION COMMISSION<\/strong><\/h2>\n\n\n\n
\"LANGUAGE
LANGUAGE ISSUES IDENTIFIED BY KOTHARI EDUCATION COMMISSION<\/strong><\/figcaption><\/figure>\n\n\n\n

The Kothari Education Commission, officially known as the Indian Education Commission (1964-66), was a significant initiative undertaken by the Government of India to assess and recommend reforms in the education system. The commission was chaired by Daulat Singh Kothari, an eminent physicist, and it submitted its report in 1966. It consisted of sixteen members, eleven bring Indians and five foreign experts.<\/p>\n\n\n\n

PRIMARY OBJECTIVES OF KOTHARI EDUCATION COMMISSION<\/strong><\/h2>\n\n\n\n
\"LANGUAGE
LANGUAGE ISSUES IDENTIFIED BY KOTHARI EDUCATION COMMISSION<\/strong><\/figcaption><\/figure>\n\n\n\n

Expansion of Education:<\/strong> The commission aimed to devise strategies for expanding educational opportunities at all levels to meet the growing demands of the population.<\/p>\n\n\n\n

Improvement of Quality:<\/strong> It sought ways to improve the quality of education, emphasizing the enhancement of teaching standards, curriculum development, and examination reforms.<\/p>\n\n\n\n

Reorganization of School Education<\/strong>: The commission proposed the reorganization of the school education system, including a new structure for school education, integration of academic and vocational streams, and the introduction of a common school system.<\/p>\n\n\n\n

Equalization of Educational Opportunities:<\/strong> The commission focused on reducing disparities in educational opportunities among different social and economic groups, aiming for greater equity in access to education.<\/p>\n\n\n\n

University Education:<\/strong> Recommendations were made to restructure and strengthen the higher education system, including reforms in university governance, curriculum development, and the examination system.<\/p>\n\n\n\n

Teacher Education:<\/strong> The commission stressed the importance of teacher education and professional development to enhance the quality of teaching.<\/p>\n\n\n\n

Utilization of Resources:<\/strong> It emphasized the efficient utilization of resources, both human and material, in the education sector.<\/p>\n\n\n\n

LANGUAGE ISSUES IDENTIFIED BY KOTHARI EDUCATION COMMISSION<\/strong><\/p>\n\n\n\n

The report highlighted several language-related issues in the Indian education system. Some of the key language-related recommendations and issues identified by the Kothari Education Commission include:<\/p>\n\n\n\n

\"LANGUAGE
LANGUAGE ISSUES IDENTIFIED BY KOTHARI EDUCATION COMMISSION<\/strong><\/figcaption><\/figure>\n\n\n\n

THREE-LANGUAGE FORMULA<\/strong><\/p>\n\n\n\n

The Three-Language Formula was a key recommendation of the Kothari Education Commission. It proposed that students in schools should learn three languages:<\/p>\n\n\n\n