THE University Education Commission PDF

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Universities are places of higher learning where society's leaders in science, the arts, and a variety of other spheres of national life emerge. In India, university education attempts to provide knowledge and wisdom, which are essential characteristics of a well-developed personality....

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THE UNIVERSITY EDUCATION COMMISSION

INTRODUCTION Universities are places of higher learning where society's leaders in science, the arts, and a variety of other spheres of national life emerge. In India, university education attempts to provide knowledge and wisdom, which are essential characteristics of a well-developed personality. University education serves as a hub for advanced learning. The university serves a variety of purposes. It provides guidance and behaviour. It provides affiliation and extension to the colleges under it, as well as research and post-graduate studies. There is no college under a non-affiliating unitary university, and its duty is confined to offering master's programmes and conducting research. The scope of a university is national in nature. The primary goal of establishing a university in a given area is to make higher education available to all segments of the population within its authority. The main focus of this category is the first Education Commission, known as the Radhakrishnan Commission, which was established in 1948. INTRODUCTION AND APPOINTMENT OF THE COMMISSION ON UNIVERSITY EDUCATION The appointment of the University Education Commission in 1948, chaired by Dr. Sarvepalli Radhakrishnan, a distinguished scholar and former vicechancellor of Banaras Hindu University who later became India's second President, was the first significant step taken by the Indian government in the field of education after independence. The Government of India created the Commission to investigate the issues and opportunities of Indian university education and to recommend changes and extensions that would be regarded desirable to meet the country's current and future needs. The Commission was established in November 1948, and its report was submitted in August 1949. The Commission's Report is a significant document since it has directed the growth of university education in India since independence. The InterUniversity Board of Education and the Central Advisory Board of Education recommended to the Indian government that an All India Commission on Education be established to investigate the needs of higher education in India and to make recommendations for reorganising the university education system in light of the country's needs and traditions. The Commission is known as the

'Radhakrishnan Commission' since Dr. Radhakrishnan served as its Chairman. The commission consisted of ten members. The Commission's Appointment—its Goals and Objectives: The Radhakrishnan Commission was established with the objective of'reporting on Indian university education and suggesting changes and extensions that may be desirable to meet the country's current and future needs.' The decision was made after it was realised that a re-engineering of university education was required for a national-cultural rebirth as well as to satisfy the demands of scientific, technical, and other manpower.The power that India need for socioeconomic growth following independence in 1947. The following are the terms of reference for this project: The Commission's mandate was to look into and offer recommendations on the following topics: The goals and purposes of Indian university education and research. Changes in the constitution, control, functions, and jurisdiction of Indian universities that are seen necessary and beneficial. The university's financial situation. The upholding of the highest teaching and examination standards at the universities and institutions under their supervision. Courses of study at colleges and universities. The admissions requirements for university programmes of study. In universities, this is the medium of instruction. Advanced study in Indian culture, history, literatures, languages, philosophy, and fine arts is available. More universities are needed on a regional or other basis. Universities are institutes of higher education that conduct advanced research in all fields of knowledge. Religious education in colleges and universities. The unique issues that all Indian universities face. Instructors' qualifications, conditions of service, pay, privileges, and functions, as well as the encouragement of teachers to conduct innovative research.

Students' discipline, hostels, and the organisation of tutorial work, as well as any other student-related issues. The research method was as follows: The commission conducted a thorough investigation into India's higher education issues. It took a thorough tour of the country to familiarise itself with the issues. It drafted a questionnaire, which was distributed to around 600 people with influence in the sphere of education. It conducted interviews with officials, student organisations, and educators. As a result, it attempted to collect data on practically every area of university education. Its report is split into two parts. The report's first section has 18 chapters and 747 pages. The second book covers statistics on institutions and other educational issues, as well as evidence presented by the commission's witnesses. ITS RECOMMENDATIONS ON AIMS AND HIGHER EDUCATION OBJECTIVES The Commission has established some goals for university education in the country, taking into account the country's history, current situation, and future potential. In this regard, the Commission takes into account both the personal and national interests of the students. The Commission was cognizant of international duties while setting the goals. The Commission has set out the following goals for university education: The goal of university education should be to generate capable individuals who can successfully assume national duties in a variety of professions. The institution must generate capable administrators as well as qualified workers in a variety of fields and businesses. In the best interests of the country, the university must provide leadership in numerous fields. The goal of a university should be to maintain a high standard in general, professional, and vocational education by motivating students to seek out new information and put in genuine effort. It is a university's responsibility to maintain and enhance the land's culture and civilisation. Self-confidence, self-respect, and self-dependence can all acquired through one's culture. Citizens with these virtues will make the country extremely powerful. The university should develop fresh ideas while discarding those that are likely to stifle the country's progress. It is vital to transcend above superstitions in

order to progress. For all-round development, the institution must assist students in imbibing the positive qualities of their culture and accepting new ideals. The institution should give opportunity for students to learn about a wide range of topics. The university must educate the student's mind and soul in order for him to grow in wisdom. It is the university's job to instil in students a sense of responsibility for upholding the Directive Principles as they are put out,down in the United States Constitution The university must lay the groundwork. It is necessary to cultivate a sense of equality, fraternity, and social justice in students in order to ensure equality, fraternity, and social justice for all while protecting the nation's integrity. In order for society to be strong, the university must make new discoveries and inventions, as well as develop fresh creative concepts. The institution must instil moral principles in pupils while also ensuring that they are disciplined. The institution must cultivate in its students a culture of universal brotherhood and internationalism. In politics, administration, education, industry, and commerce, universities must provide leadership. Universities should be organised as centres of culture, with the goal of training intellectual pioneers. The goal of university education should be to foster intellectual exploration. Universities should develop wise people who can share learning in order for democracy to succeed, as well as people who are constantly seeking new knowledge and making an unrelenting effort to fulfil life's goal. The spiritual growth of students is one of the primary functions of universities. We are on a mission to achieve democracy through achieving justice, freedom, equality, and brotherhood. As a result, it is critical that our institutions serve as symbols and custodians of these ideas. Education's content must accept the best of what modern progress has to offer while still honouring our cultural legacy from the past.

Education should aim to identify a person's inherent qualities and help them develop through training. Universities should help to preserve the country's culture and civilization. We should sympathise with the poor, respect women, value peace and independence, and despise tyranny and injustice in order to be civilised. These ideas should be instilled in kids through university education. THE MAIN RECOMMENDATION'S DETAILS COMMISSION ON UNIVERSITY EDUCATION Following a description of the commission's history and appointment, as well as its basic recommendations on the commission's goals and objectives, Now that we've established the goals of higher education, we'll go over the specific recommendations for the various parts of India's university education system. Faculty in Universities: The University Education Commission has stressed the importance of teachers in the educational system; consequently, an adequate faculty with the relevant qualifications is essential to perform a variety of tasks in a university or college. The university Education Commission recommended that great attention be used in selecting teachers for positions as professors, readers, lecturers, and instructors, as well as in determining their remuneration. A few research fellows should be available at each university. A university should also follow specific standards governing the Provident Fund, leave, and working hours. Teaching Standards: A university's most important responsibility is to ensure that its teaching and examinations are of the greatest possible quality. The following are some of the proposals made by the University Education Commission in 1948-1949 in order to improve the teaching standard: "The admissions standard for university courses should be the same as the current intermediate exams, i.e. after 12 years of formal education at a high school and an intermediate college; a substantial number of well-equipped and well-staffed intermediate colleges (classes IX to XII or XI to XII) be created in each province; That a significant number of vocational institutes be established in order to divert pupils to diverse vocations after 10 to 12 years of schooling; Universities should organise refresher courses for high school and intermediate college instructors;

That, in order to avoid overpopulation at universities and colleges, the maximum number of students in a teaching university's Arts and Science faculties be set at 3,000, and the maximum number in an affiliated college be set at 1500; a large increase in the number of working days to achieve a minimum of 180 days in the year, exclusive of examination days, with three terms of around 11 weeks each; That lectures be meticulously organised and complemented with visual aids written exercises, tutorials, and library works; There shall be no mandatory textbooks for any programmes of study; That undergraduate students be required to attend lectures as is already the case, and that only certain categories of private applicants be permitted to appear for public exams. However, an experiment with working-class evening college should be conducted. That tutorial instruction be established in the following manner in all institutions that provide university education: (a) Students should report to tutors in groups of no more than six people; (b) All undergraduates, both pass and honours, should have access to tutorials; (c) Tutorials should inspire students' mental development rather than only serve as preparation for exams; (d) If tutorials are to be successful, the quality and quantity of the teaching staff must be improved. That university libraries should be vastly enhanced; (a) substantial annual grants; b) the implementation of an open-access system; c) extended working hours; d) improved organisation; and (e) knowledgeable personnel, including reference assistants. That the laboratory' structure, fittings, equipment, workshops, and technicians be enhanced." (Radha-Krishnan Commission Report, 1948-49) Course of study: According to the Radhakrishnan Commission's recommendations, both broad and specific interests should be studied.

When designing courses for university level courses, the needs of the students should be considered. After one year of study beyond the bachelor's degree, honours students should be awarded a master's degree. Literature for general education classes should be produced to provide students with an understanding of the topics and methods of thinking and functioning in each discipline, as well as a mastery of them. Research and Training: Master of Arts and Master of Science norms should be uniform throughout all Indian universities. The admissions process, as well as the process for enrolling in a Ph.D. programme, should be coordinated across the country. D.Litt. and D.Sc. degrees should be conferred for great published work. The Ministry of Education should grant a big number of scholarships to universities for research activities. A university's first step should be fundamental research. Professional Education: The University Education Commission has issued recommendations on professional education, which are split into five categories: agriculture, commercial education, engineering and technology, legal education, and medical education. Agriculture education, according to the Commission, should be acknowledged as a major national concern, and the study of agriculture should be included at all levels of education, including primary, secondary, and higher school. Agriculture colleges and institutions should be upgraded, and research institutes should be formed. The Commission proposed that commercial education be made more practical and that graduates be encouraged to specialise in a specific sector. In the field of education, faculty from training colleges should be recruited to provide training to those with prior experience teaching in schools. More emphasis should be placed on practise exclusively when evaluating pupils' performance. In terms of Engineering and Technology, the Radhakrishan Commission suggested that general education and basic physical engineering science be included in engineering curricula. Aside from that, the Commission recommended that the number of engineering schools and colleges be increased, that existing engineering colleges be updated for postgraduate teaching and research in specific topics, and that they be closely linked to universities. In terms of legal education, the group recommended that law schools be completely reorganised. Students pursuing law degrees should not be allowed to enrol in other degree programmes at the same time.

In the case of medical education, the commission proposed that the maximum number of admissions be limited to 100, and that all study departments that require hospital facilities be housed on a single site. For each student, there should be ten beds. Post-graduate education should be available at a few wellstaffed colleges. Religious Education: In 1948, the University Education Commission suggested that religious education be taught in colleges. "Every educational institution begins its day with a few minutes of peaceful meditation." That the lives of important religious figures such as Gautama the Buddha, Confucius Zoroaster, Socrates, Jesus, Sankara, Ramanuja, Madhava, Mohammad, Kabir, Naik, and Gandhi be taught in the first year of the degree programme. That in the second year, certain universalistic selections from around the world's scriptures be examined. That the major questions of religious philosophy be considered in the third year." Higher education should be provided in the regional language, with the option of using the federal language as the medium of instruction for select courses, according to the University Education Commission's recommendation. For a certain subject or for all subjects All provincial governments should take steps to include federal language instruction in all classes of Higher Secondary Schools, Degree Colleges, and Universities. English should be studied in higher education and universities in order to keep pupils connected to the ever-growing stream of knowledge. Examination or Evaluation Method: The University Education Commission questioned the current examination system, emphasising the importance of incorporating objective type questions into the exam. The University Education Commission's basic views and suggestions in this respect in 1948-49 are listed below. The commission recommended approaches for developing and designing objective tests for college and university class examinations. For administrative positions, the government should not require university degrees.

According to the University Education Commission, credit for classwork should be awarded, and one-third of each subject's grade should be designated for work completed during the course of teaching. In all universities, the standard of achievement on various examinations should be the same. After completing the examination, the Commission split the ranks into first class, second class, and third class, with 70 percent or more marks for first class, 55 percent to 69 percent for second class, and at least 40 percent for third class. The grace mark system should be removed. Only for professional and postgraduate degrees should viva-voce examinations be used. The essay type of questions should continue to be used alongside objective type questions, but the style of question and examination procedure should be overhauled to make it more valid and dependable. Students' Activities and Welfare: In terms of student activities and their contribution to the nation's well-being, the Women's Education: In terms of women's education, the Commission recommended that women's colleges and universities be given with the same amenities as men's colleges and universities. They should also have a curriculum tailored to them, taking into account their status as both women and citizens. Administration and Finance of a University: The university Education Commission evaluated the following aspects of a university's regulations and control capacity: University education should be added to the list of concurrent courses. The Central Government must be responsible for the universities' finances, coordination of special subject facilities, adoption of national policies, ensuring minimum standards of efficient administration, and providing liaison between universities and national research laboratories and scientific surveys, among other things. A university's organisational structure should be as follows: (a) The Guest, b) The Chancellor of the Exchequer of the Exchequer of the Ex

c) The Vice-Chancellor of the University, The Senate (d) (Court), e) The Council of Ministers; (Syandicate) f) The Council of Academics, f) The Colleges and Universities, g) The Academic Boards, Undergraduate resident colleges should have a maximum enrolment of no more than 300 students, and colleges and universities combined should have a maximum enrolment of roughly 2500 students. Each college, which has roughly 300 students, should have its own teaching staff and facilities.General studies should be coupled with practical courses in rural colleges so that students become cultured and educated men and women with skill-oriented abilities. "A common core of liberal education may be presumed for the rural university as for any other, while the techniques utilised in teaching and learning may be different," the Commission noted of the rural university's curriculum. Mathematics, Chemistry, Physics, Geology, Astronomy, Biology, Physical Education, Psychology, the Social Sciences, Philosophy, and Languages and Literature would all be covered in depth in the Common Core." As a result, the ...