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DR. RADHAKRISit*AN»S THOUGHTS OH DIFFERENT

XX.1 INTRODUCTION

IX#2 0R« RADHAKRXSHNaN'S THOUGHTS regarding agriculture education IX. 3

a

DR. RADHAKRXSHNAN’S THOUGHTS

REGARDING COMMERCE

XX*4 DR. RADHAKRI &HNAN* S THOUGHTS regarding education

IX, 5 DR. RADAKRISHNAN'S THOUGHTS REGARDING ENGINEERING AND TECHNOLOGY

XX,6 OR. RADHAKRXSHNAN'S THOUGHTS regarding legal education XX.7 DR. RADHAiaaSHNAN'S THOUGHTS

regarding medical education

IX. 8 CONCLUDING REMARKS

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185

ixa *

The present chapter deals with Or. Radhakrishnan's thoughts regarding vocational education la Agriculture#

Commerce# Education, Engineering and Technology# Law and Medicine. These thoughts are dealt with in brief and only significant points in each field are highlighted in the following paragraphs.

IX.2 DR. RADHAKRXStiNAWS THOUGHTS

regarding

AQiacuummum^Amm *

Regarding Agricultural Education the university Education commission (1948-49) felt a need of overall policy on an All India basis, lb develop the policy# suitable

training to men and women for leadership should be provided.

It suggested that agricultural education should be recognized as a major national issue and hence# the study of agricultural education should be given high priority in the national

economic planning. It should be given rural setting.

1

Dr. Kadhakxlshnan Commission (1948-49) suggested the reform and development in equipment# teaching staff and in

agricultural laboratories.

Dr. Radhakrlshnan commission (1948-49) opined that

the new agricultural colleges should be associated with new

rural universities. Series of experimental farms should be

developed by the central and state Government# as resources#

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hence# every Basie Elementary School and Secondary Village School and Rural University should have their own experimental farms. Existing agricultural research laboratories should

2

be supported and expanded and new Post-university Research Centres should be established as university Research Centres.

Or. Radhakrishnan Oomralaaion 11948-49) was of the view that Indian council of Agricultural Research should continue to support and develop and co-ordinate for ail advanced

agricultural research centres. It suggested to establish an Institute of Agricultural Policy under the Council of Agricultural Research for research and for fraring the long time policy. It also suggested that the agricultural

education and research panel should be attached with the University Grants commission.

IX. 3 DR. RAPHAKRISHNAH1 S THOUGHTS

m<m>W9 m<zmm

*

Regarding the commerce education Dr. Radhakrishnan Commission (1948-49) strongly recommended for practical work.3 During the period of the study at the university# a commerce student should be given the opportunities for practical work in three or four different kinds of firms.

Dr. Radhakrlshnan Commission (1948-49) opined that

after graduation student should be specialised in a

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187

particular profession like Accountancy and should receive the requisite practical training, it felt that more

practical training should be given for the Master's degree.

IX.4 DR. RAPHjMZSmMi'S THOUGHES REGARDING EDUCATION •.

Regarding Education Dr. Radhakrlshnan Cocnmi salon (1943-49) suggested that the teacher-training courses should be remodelled and more stress should be given on school

practice* for that suitable schools should be selected.4 The

training should be given on the lines of the current

practices of a school. The teaching staff should be selected on the merit and experience basis. The courses should be

flexible and adaptable to local circumstances.

Dr. Radhakrishnan commission (1948-49) wanted to encourage the research work* hence, it suggested that the original work of professors and lecturers should be planned on an all-lndia-basls.

IX.5 DR. RAPHAKRISWAN'S THOUGHTS

REGARDING ENGINEERING AND TECHNOLOGY »

Regarding Engineering and Technology Dr. Radha­

krishnan Commission (1948-49) found the equipment

insufficient, the staff small and underpaid, and the courses of study too few and stereotyped. Post-graduate training5

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incapable to produce engineer scientists. So

Or* Radhakrlshnan commlsslan (1948-49) suggested that the engineering and technological institutes should be improved according to the recommendations of the AdvAaory Panel of Engineers and Technologists to be set-up. It demanded for engineering schools of different grades for training of foremen, craftsmen, draftsmen and overseers. The engineering colleges should meet the increasingly varied needs of the country,

it recommended that the engineering courses of study should include general education along with basic

physical and engineering sciences accompanied with practical work, Wherever possible* the existing engineering and

technological colleges should be upgraded for post-graduate training and research. New engineering colleges should be established as per needs and the students should be able to start new industries after their graduation.

Dr, Radhakrlshnan Commission (1948-49) suggested that the engineering colleges should be controlled by universities and not by administration of ministries. Selection of teachers should be done on merit basis only.

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189

XX«6 DR, RAPHAKRISHMaN* S THOUGHTS REGARDING LEGAL

EDVOmW t

Regarding the education of Law, Dr* Radhakrishnan Commission (1948-49) strongly reoocsnended the thorough

reorganisation, it suggested that the staff of the law faculties be recruited and controlled by the universities in a fashion similar to arts and science faculties. The

6

admission to las# courses should bo given after completion of the three-year degree course in general studies.

Practical application of laws along with the theory should be taught. Hie classes should be run as regular classes and no student should be allowed to study as an external student.

Dr* Radhakrishnan Commission (1948-49) demanded researches in Constitutional law, Jurl prudence. Interna­

tional Lam, Administrative Lam and Hindu and ttislim Law.

IX*7 PR.

radhakrishnan

*

s thoughts

REGARDING MEDICAL

EDUCATION i

Regarding Medical Education Dr. Radhakrishnan Commission (1948-49) made important suggestions regarding the number of admissions, hospital facilities and research.

It opined that the maximum number of admissions to a medical college should not be more titan

200

, and the hospital

facilities should be made available in the campus.7 per

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student ten beds should be allotted. Training in a rural centre be required both in the undergraduate and graduate stages. Facilities for research in indigenous systems be produced.

or. Radhakrishnan Commission (1946*49) gave much importance to rural setting even in Medical Education, it suggested that the History of Medicine with special reference to Indian systems be taught in the first degree course in medicine. Post-graduate training and research should be promoted where personnel and equipment are available.

XX. 8 QOHCLUPXNG REMARKS i

In the foregone paragraphs Dr. Radhakrishnan* s thoughts regarding Agriculture# Commerce# Education.

Engineering and Technology# Law and Medical Education are presented. He has also suggested some new professional

courses like. Business Administration. Public Administration and industrial Halations to fulfill the social and

industrial needs.8 Dr. Radhakrishnan commission (1948*49) also suggested some new courses to be started; like. Hbman

Relations in Industry, industrial Education, industrial and Labour Legislation and Social security. Labour Market

Economics and Analysis. Labour Union Hi story-Organization

and Operation, personnel Management and industrial and

Labour Problems, etc*

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191

Zt can be concluded from the foregone discussion that Dr. Radhakrisbnan Commission {1948-49} hadmade the valuable and practical suggestions regarding vocational education considering the changing needs of the vocations due to changing time. Zt recommended that the due steps should be taken to develop the vocational education,

zt

suggested important ways to frame the policies regarding the vocational development. Zt also suggested that

vocational courses be integrated with the study of general education of humanities, languages and arts to produce the full and complete man.

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WICRWCBS

1} Qovt* of India - The Report ot the university Education Commission (1948-49)* Val. 1* Delhi* Manager of

Publications* Govt, of India Press* Simla* 1950*

pp , 152—153.

2) Ibid, Ch.V (b) (d) (e) and <k), 3) Ibid, Ch. VII* p, 209.

«) Ibid, Ch, VII* p, 217.

5) Ibid* Ch. VII (XIV), p. 255.

6) I hid* ch. VII, p. 262.

7) Ibid* Ch. VII* p, 274, 8) Ibid, Ch. VII, p. 275.

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CHAPTEft»X

THE IMPACT OF DR. RAPHAKRISEMAN* S EDUCATIONAL

mvmm.m. m&m.mm

X.1 INTRODUCTION

X.2 IMPACT ON HIGHER EDUCATION

X.3 IMPACT ON TECHNICAL, VOCATIONAL, PROFESSIONAL EDUCATION

X*4 impact of or, radhakrishnan's

THOUGHTS REGARDING RELIGIOUS AND MORAL EDUCATION

X, 5 IMPACT OF DR. RADHAKRISHNAN* S THOUGHTS REGARDING WOMEN'S EOLATION

X.6 impact of DR. RADHAKRISI^AN'S

THOUGHTS regarding rural education X.7 CONCLUDING REMARKS

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X.1 i^ffilpDPffTO «

Chapters XV to XX deal with Dr. Radhakrlshnan' s educational thoughts related to different aspects of

education. On this background it is proposed to deal with the impact of his educational thoughts on sodom Indian education and its practices. Xfcis is because the greatness of any educationist lies in his contribution tb the field of education as also the impact of his thoughts on the then prevailing end also succeeding educational thoughts and practices. It is. thus, hoped that this chapter will be

helpful in establishing his greatness as an educationist, the following paragraphs, therefore, describe and discuss Dr. Radakrishnan * s impact on modem Indian education and its practices.

X*2 BfWSAZm *

Dr. Radhakrisfanan's educational thoughts have the great inpact on modem education related to higher education.

After the publication of the Report of the university Education commission (1948*49) the Central Advisory Board of Education (CABS) met on 22nd and 23rd of April, 1950 to consider the recommendations suggested

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195

by the Commission* Some of the recommendations were accepted in to to, while others with some modifications. The recommen­

dation* regarding research work were accepted in their entirety. The CABE Cully accepted the recommendations

relating to medium of instruction, grades of teachers, their scales of pay, conditions of work, courses of study,

examination reform, eetahlisliaent of new universities and stipends to poor and meritorious students, the recommenda­

tions regarding the constitution and the management of universities were accepted but the Board (CABE) aid not accept the recommendation for putting the universities on the central list on an all indie basis. But the Board (cam;) decided to establish central universities and it was done accordingly. Thus some inpact can be noticed.

The recommendations of university Education Cormiasion (1948-49) regarding the finances were accepted and case considered the question of the development and popularising of the national language i.e. Hindi. It was decided that union Government should develop Hindi language to serve es e medium of eaqpreesion. But even at present it is not completely fulfilled.

Regarding the aims of education or. Radhakrishnan Believed in ’full men* or 'complete man*. According to him, the aim of education is to produce the ' whole man* (cf.

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Ch.XV.l). Almost all the succeeding commissions and

committees have propounded the same aim of education. The University Education Commission (1948*49) had believed

in that education should inculcate the spirit of patriotism.

The Education Commission (1964*66) also stated that the national system of education should produce individual who would avoid the dichotomy between work and education and train Individuals who would be educated productive workers. The hew Educational Policy (1986) also wants to create a sense of pride, the dignity of labour and love

of humanity in the youths, hence, the impact is seen clearly.

Regarding the aims of higher education or. Radha- kxi shnan • s educational thoughts had made a greet impact upon the hew Educational Policy (

kef

, 1986)• The New

Education Policy (1986) is based on the basis of essential values underlying the preamble of our constitution. The University Education Commission (1948*49) had recommended the same principles of ^quality, fraternity and freedom.

Hanses* the impact is understood. The KEp (1986) aims at

the education of the whole man with the consul toent of the

higher values that had been already advocated strongly by

Dr. Radhakrlshnan (c£. ch.IV.1).

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197

Dr. Radhakrlshnan had given much atresa on Spiritual and moral education (c£. Ch.IV.l and Ch.VX) • in the same

way,

the Nip (1986) la built on the foundations of ancient spirituality* modern culture and technical sophistication.

thus, regarding spiritual and moral education the impact on modern education ia seen.

Dr. Radhakrlshnan had strongly advocated for the value education and urged for character building (cf.Ch.IV.l) and IV.4 and VI). In the same way the new design of

education (REP* 1986) is aimed at character building and developing abilities and skills and maintaining the

discipline. Hence the hep (1986) propounds to inculcate an operationally viable value system through educational processes. Hence, the direct intact of or. Radhakrlshnan * s

thoughts

vp

on hep (1986) is seen.

Regarding the pattern. Dr. Radhakrlshnan (1946-49) was to superimpose the three year degree course on a

twelva year school course. After the publishing of the report* the very significant development in university education in Independent India took place. And it was the beginning of the pattern of three year degree course* rhe pattern provided the opportunity to revise the syllabi*

introduce general education course* to reduce overcrowding in colleges* improve the teacher-pvgtil ratio, strengthen

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laboratories, to equip libraries and to establish a sound tutorial system.

in the same way the Education commission (1S64-66) has also recommended the same pattern of education and almost all states have accepted this pattern of education at present. Hence, the impact of Dr. Radhakrishnan*s thoughts regarding pattern is noticeable.

Regarding curriculum# Or. Radhakrishnan recommended the courses of philosophy# great classics# literature from ancient languages like Pall and Sanskrit in the curriculum of higher education. Dr. Radhakrishnan wanted to begin

these studies for the full development of man. On these lines the institutions of post-graduate courses were

established, ifence, the direct impact of Dr.Radhakrishnan»s thoughts regarding the curriculum and courses of study upon the modem Indian education is seen (cf •

ch.xv.2)

• for

example# the university of Mysore Instituted a chair of Xndology# Magadha institute of Research started post­

graduate studies in pall# the Maithila Institute of Post­

graduate studies and Research in Sanskrit beaming were founded, lb enoouage classical language like 'Pali* a

Pali institute was established at Patna# nhagalpur and Ranchi in 1955,

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199

The i»Ep (1986) has emphasised the need £or a national eore-curriculu. and it has stressed on the national unity and integration, or. Radhakrishnan

Coaerdssion (1948*49) had stressed and advocated the music.

£

fin^ arts, religion, philosophy and Indian culture to teach the youths for national pride and peace for the

world. Hence, some inpact is found upon the modern Indian curriculum too.

The courses of general education, along with compulsory and specialised education were suggested by Dr. Radhakrishnan commission (1946*49). It has been

introduced only in a few universities, but other universi­

ties are also on the way of it. hence, some impact of his thoughts upon modem educational thoughts and practice is understood.

for improvement of standards the University Education Commission (1948*49) had suggested different measures, lb stop the overcrowding at colleges selection tests were

suggested and selection of students should be done on strict

merit basis. The Education Commission (1964-66) has also

made the same recommendations. The hEP (1986) has also

advocated the selection of students to reduce the mad rush

and erase for higher education.

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or,

Radhakrishnan Commission (1948-49) suggested tx> award the scholarships and fellowships to needy end meritorious students, only because of the poverty their chances of having education should not be lost, on the similar lines the Education Commission (1964-06) suggested the programmes of scholarships and loan scholarships,

national and university scholarships. Zt also suggested the methods of selection for them. At present also, the university scholarships and fellowships of

U.c.c.

are in vogue.

ftor the improvement of physical education, the posts of physical directors at college level and post­

graduate departments were recommended by the University Education Commission (1948-49) • on the same line a Government oollege of Health and Physical Education was established at Patna to provide physical directors to

colleges and post-graduate departments at the universities.

At present, every college has a physical director and for rost~graduate students some facilities of the physical education are also made available.

Or. Radhakrishnan wanted the examination reform to improve the quality and standard o

i

higher education. CABE in 1970 made a survey and stated the important suggestions too. At present times also the due efforts have been taken

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201

by university bodies and by 5tats Governments and Central Government too. state and Central Government have mads a law against mal-practice® in the examination and punishment is provided to such cases*

or. Radhakrlshnan was of the opinion that the

salaries of teachers should be increased for the improvement of the standards of education. According to Or. ftadhakrl shnan Commission (1948-49) the salaries of professors should be more than the officials at government services, so that there would not remain the intellectual drain in colleges and universities. Hence, intellectual and meritorious men would attract towards teaching profession. The Education Commission (1964-66) also wanted to reduce the existing gap between the salaries of teachers at different stages and it wanted to Improve the conditions of work and service. At present, the new scale given to the university and college

teachers from 1st January, 1986 reflects the impact of the recommendation made by Jr. Radhakrlshnan in this regard.

The University Education commission (1948-49) had suggested to improve the quality of tee student life. It suggested to arrange facilities like hostels, libraries, gymnasium, playground and organisation of seminars and tutorials etc. It recommended students activities like

h.c.c., H.s.s.,

Rural service Scheme, self Help scheme.

Afterwards, university Grants Commission has worked out

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the number of programmes, like extension of libraries, laboratories, hostels, organization of seminars, all over the Indian universities and colleges.

Regarding students' welfare, the Education commission (1964-66) also gave an emphasis on essential student

services, it also recommended that every student at the undergraduate stage should undergo a programme of N.c.

s.

or

N.s.s.

or sports activities.

At present N.c.c. or n.s.s. and National Adult Education Programme (NABP) are In v~gu© at college and university level*

Regarding research work. Or. Radhakrlshnan had stated clearly that the main function of university is to impart knowledge and advance learning (cf.CH.xv.l and Ch.V.3). The imivaeslty Education commission (1946-49) had given the emphasis on science education and research.

Afterwards the Education Commission (1954-66) had also stressed the programme of scientific research. At present University Grants Commission and

h.c«E.

R.T. and the state Education Research Centres have been promoting the research in educational sphere. Prom the foregone paragraphs, it can be concluded that there is a great Impact on modern educational thoughts and practices regarding improvement of standards of education.

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203

university Grants commission (1953) was set up as per the pattern suggested by University Education Cosedssion (1948*49). The creation of University Qrants Commission is the direct impact of Dr. Hadhakrishnan Conedssion (1948*49)•

To conclude from the above discussion Dr. Radha.

kslshnan*s educational thoughts have a great impact upon the thoughts and practices of modern higher education, ms recommendations regarding research work and educational pattern were accepted fully. His recommendations regarding University Grants ooesilssion, medium of instructions, scales of pay. courses of study, establishment of new university, stipends to students have been accepted with some minor changes here and there.

x*3

mm* .ys&msMt

ABD PR0JfE5SXQK/& EDUCATXOK *

Dr. Radhakrlshnan Commission (1948*49) wanted to

stop the overcrowding of the students at the college level

and tha students should be diverted towards the different

courses after their completion of secondary education. The

Education commission (1964*46) was also of tha same opinion,

it expected 2o percent of the enrolments in lower secondary

education, So percent in higher secondary education and 3o

percent in higher education should be in vocational and

professional courses of all categories.

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Or. Radhakrl shnan Commission (1948*49) gave detailad attention to the role of the universities in professional education and covered in detail the field of Agriculture*

commerce, Education, Engineering, Technology, Law and Medicine and expected to begin certain new professional studies like public administration, industrial relations and business administration etc. it suggested that in all these fields, close contact should be maintained with

practical work, a t read grounding should be provided in the basic sciences, New branches should be developed within eadh professional study bearing in mind the new needs of the country and the latest developments in other countries, and that teachers of high calibre and requisite practical experience should be obtained by means of suitable salary and other facilities (cf* ch,ix) •

The Education Commission (1964*66) has also stressed and advocated for the development of technical and profe­

ssional education.

According to or. Radfcakrishnaxj Commission (1948*49) there should be close contact, maintained with practical work in all technical and professional fields. There should be a broad grounding provided in the basic sciences* In fact, in the technical and professional institutions practical work is conducted and basic knowledge in all respects is imparted*

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205

There la much needed thrust on vocational education under the nep (1986). it alms at overhauling the

educational system in such a way as the students are able to practise their own vocations Instead of looking for government jobs, it believed that the vocational courses should cover 10 percent of higher secondary students by 1990 and 20 percent by 1995. Xt wanted to begin the vocational courses not only at -t-2 stage but also after class v or

vin

or after class x.

At present, the combined courses like, business management business administration and agricultural engineering, etc* are in vogue. The roots of these and such other typos of courses are found in the Report of University Education Commission (1940—49)•

At present, there is a trend to establish close contacts between educational institutes end technical, vocational and professional fields. This trend has its

traces found in the report of university Education Commission (1948-49).

From the discussion made in the foregone paragraphs, impact of Dr. Radhakrishnan*s thoughts cn modern technical, vocational and professional education regarding the thoughts

and practices is understood.

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X.4 IMPACT Of DR. RADhAKRISHLAh' S THOUGHTS REGARDING RELIGIOUS

AMD MORAL EDUG/JELGILl---

Or. Radhakrishnan Commission (1948-49) had made

some recommendations about religious and spiritual education.

Af terwarda the constituent Assembly drew up the Constitution of a Sovereign Democratic Republic in 1950. It expressed its own decisions regarding religious instruction in Articles, Mo. 28 and 30.

Or. Radhakrlshnan believed in real spiritual education and not in sectarian or dogmatic instruction, but philoso­

phical studies can be made of each and every religion.

Secularism in India means inter-religious understanding Tto be secular means becoming deeply spiritual. India being a secular state, secularism was followed in our educational institutions. Dr. Radhakrishnan Commission (1948-49) had considered both the philosophical and practical aspects and made valuable proposals for reforms# but except in a small number of institutions they were not implemented.

Rut some of the institutions followed secularism and the general aim of education was directed towards secularism.

Evenjln the uni ve si ties with a religious bias, began showing a tendency towards secularism, for example, in the

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207

universities of Banaras and Aligarh religious education was cor„ ulsor

r

but they also made it compulsory only for

the followers of a particular religion* and for others it was made optional* Osmania university replaced the faculty of theology with one of religion and culture* Compulsery

theology and ethics were abolished and substituted by the regional or allied classical languages. Thus* secularism was followed and spiritual education is some respects was tried to be given* The secondary Education Commission (1952-53) realized that religious and moral Instruction played an important role in the growth of character* Hence*

it recommended that religious instruction may be given in schools* but outside the regular school hours and on

voluntary basis, zt should be limited to the children of particular faith concerned and should be given with the consent of the parents and the managements.

Afterwards, Government of India appointed Sr^prakash Committee (1959-1960) to make a detailed study of the

entire question of religious and moral education* it endorsed most of the recommendations of Dr. Radhakrlshnan Commission

(194 -49) • The recommendations made by Dri prakash Committee (1959-60) were almost on the lines made by Dr. Radhakrlshnan Commission (1946-49)*

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In the same way* Education Commission (1964*66) felt a need to give a value orientation to education*

It also endorsed some of the suggestions made by Dr* Radt<e»

krlshnan commission (1948*49) • The important recommendation made by Education Commission (1964*66) was that the Central and state Governments should adopt measures to introduce the moral and spiritual values in all institutions under their control on the lines recommended by university Education Commission (194 *49)*1

In 1967* the Government of India appointed the committee o£ Members of Parliament to consider the recommendations made by Education Commission (1964*66)•

It accepted that alone education could not promote moral*

social and spiritual values* However* it must contribute to mould the outlook and values of the youth. The quality of reading material* the stress on the proper study of humanities and social sciences including the study of great universe! religions and rendering of social service to the community would contribute to the formulation of right attitudes and values,

From the above discussion* it can be concluded that almost all the reconwendatione made by or* fcadhakrlshnan Commission (1948*49) were accepted and endorsed by all other succeeding committees and commissions* From ti e foregone discussion* it is clear that the recommendations made oy

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-

209

different educational commissions and committees have

their origin in or, f&dh&krishnan* s religious and Spiritual thoughts. The inpact of his thoughts regarding religious and moral education is seen more, on the modem educational thoughts but loss, on practices,

X.5 IMPACT OF DR, RADHAKRI SWAN’S THOUGHTS

regarding women* s education _________

Dr, Radhakrishnan was of the view that frot-' the thirteenth or fourteenth up to eighteenth year of age separate schoo&s for boye and girls were desirable, but as regards higher education there might be co-education.

He was of the opinion that the new common colleges should be fully equipped with the necessities of women. He

suggested that the higher education should not in general be identical in all respects,

Secondary Education Commission (1952-53), by and large repeated the recommendations regarding women's

education made by University Education commission (1948-49).

And it also recommended for co-education. However, it did not specify any particular stage of education for women's education as was done by university Education Commission (1948-49). Secondary Education Commission (1952-53) suggested the special facilities for the study of home science for women, in co-education or mixed schools tor girls. It also propounded for every type of education to

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women, which was open for men*

Secondary Education Commission (IS52-53} also recommended some condi tione for co—educational schools;

like (i> both male ana female teachers must be ap;olnoed in the common sc ho-Is (li) provision of music, homecraft, drawing and painting for girls be made (iii) special

co-curricuiar activities suited to girls, like homo-cere, nursing, needlework end girl-guide activities siaouid be introduced*

The above important recommendations of the Secondary Education Commission (1952-53) were almost on the lines to

that of kr, kadi.akrishnon Commission (1948-49). hence, the impact of his thoughts regarding women's education upon Secondary Education commission (1952-53) is seen*

During the year 1956, the central Government awarded the special grants to state Governments for the provision of courses like nursing, health visitors and teachers for

girls .

in 195a the Cover ment of India appointed a National committee or women's education under the Chairmanship of br.(Smt.) uurgabai Desiimukh which recommended that special attention should be paid and a special machinery should be created for women education and hence, special funds

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211

should be allotted. So additional grant of R», 10 cror©

was utilized for women education. The Committee (1958) urged University Grants Commission to set apart a special fund for the higher education of women, <nd for a creation of a national council for women's Education. It also

recommended for the setting up of the State Councils for Girls and women* s Education, Thus, the Special facilities for women's education were provided. As Dr.Kadhakr:shnan Commission (l94:-49) had recommended to take sp ecial

measures for women's education, the Committee on Women's Education (1958) suggested the measures and central

Government tried to fulfil them.

Afterwards Hansa Mehta committee (1962) suggested separate schools for girls and separate curriculum at

primary, secondary and university stage and for appointment of women teachers. These recommendations were made on the same lines a3 put forth iy Dr. Radhakrl shnan commission (1948-49).

Hie National council of women's Education appointed the committee under the chairmanship of Bhakatavatsalan in 1963. The Committee recommended on public co-operation,

state responsibility, women teachers, provision of pre­

primary schools, good school buildings, posting of women teacher© near their homes, etc. These measures taken for women's education are on the lines &s recommended by

University Education Commission (1948-49).

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The Education Commission (1964-66) reviewed and suggested the recoittnendations on the similar lines, it recommended that in the Centre and states a special machinery should be arranged for women's education,

National Committee on Women's Education (1970) was appointed to review the development oi women's education.

It also suggested the efforts on the lines, as suggested by Or. Hadhakrlshnan Commission (1948-49).

Free education for girls, all over the country up to the higher secondary stage has been proposed in the budget of 1985-86. And at present# in certain states* like

Maharashtra, it is given free up to xiith standard, in the same way, at present, co-education is very popular in India and the majority of the girls study in boys's schools.

Regarding woman's education* hsp (1986) has accepted the need for infusing a spirit of boldness and self-

confidence among women. It also suggested to provide all.

facilities for them. Or, Radhakrishnan had also propounded

to take special measures for women's education. iience, toe impact is seen.

Almost all the- recommendations of Or. RadhaRrlshnan Commission (1948-49) were followed by various succeeding cor: mi salons and committees in this or that form. The large number of measures are taken to give women education as

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213

women. Separate curriculum suitable to their altitude*

was somewhat provided. The inclusion of courses, like home sciences, nursing, painting, needlework and drawing, etc* in the curriculum was made* Separate schemes were tried to be executed. Specie.! funds were raised* women teachers were provided, facilities for them were tried to be given* Hostels and school buildings were provided*

incentives like uniform, text-books were given to girl students. In all these measures due steps were taken

along the linos as directed by or. *adhakrishnan commission (1948—49) with some modifications. Most of his recommenda­

tions are still appropriate in regard to modem women

education too, here lies the significance of his thoughts, his thoughts have made a great impact u. on the history of women's education At present his recommendations are also useful and guiding ones.

X*6 impact of or. raohakrxSHEAR'S thoughts REGARDING RURAL EDUCaHOM i____________

Dr. Radhakrlshnan Commission (1948-49) recommended

to establish rural universities as early as possible in

rural est areas. According to or. Hadhakrishnan Central

Government should establish at least one rural university

in the First Five Year plan, he recommended that special

attention should be paid for higher education in rural

areas. The new pattern of primary (Basic) school-villages

and secondary (Post-basic) school-villages should be

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00 use the creative energies of the rural people.

After Dr, Radhakrishnen commission's Report (1948- 49) the central Advisory Board of Education (CABE) met in April, 19 So, to tiJ.nk over the recommendations, and rural institutions (11 in nuaber) end courses like water irriga­

tion, village engineering etc, were started.

The Secondary Education commission (1952-53) had suggested some recommendations, like inclusion of the course of the agriculture in higher secondary scheme. It also reeowmended the institutions of higher secondary scheme* It also toconmendeu that institutions of higher learning should be located in rural areas «.nd a greater emphasis on crafts and other productive work should be

given. The sane was strongly put forth by Dr, Radhakrlshnan Commission (1948-49).

The committee on Rural Higher Education (1955) conducted a survey of higher education and recommended that the courses and research in Rural institutions should cover all aspects like; health, hygiene, education,

sociology and culture of the region. The institute should be residential for both teachers and students. It suggested to include courses like (a) A three-year diploma course in Rural services, (b) A one year course for a Teaching

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215

certificate# (c) A one year course for a Teaching Diploma#

(d) a two year certificate Course for fkiral Health workers (women)# (e) a two year course for overseers, (£) a two year Certificate course in Agricultural Science# etc#

These recommendations are almost on the lines as suggested by Dr. Radhakrlshnan Commission (1948-49)•

or# Radhakrlshnan commission (1948-49) stated its thoughts about the village schools and rural universities on the similar directions (cf

. a.

VIII)

.

He also wanted to maintain a close relationalJ.p between students and teachers and demanded to include the practical work in the courses#

He had also suggested the different courses. Here lies#

his impact upon the modern education with regard the rural education. He also recommended for village Rural Councils and for District Rural councils anc the state and central Councils for rural education, if not# the Councils on all levels were established# but a National council of ihigher Education in Rural areas was established# Here lies# his Impact upon the modem rural education.

The National Council of Higher Education in Rural Areas selected eleven institutes for development an Rural institutes# functioning at sriniketan# Madurai# v’amianagar (New Delhi)# Udaipur# sundemagar# Brauli (Bihar), Agra#

Sanoaara (Bombay), Rajpura (Punjab), Coimbatore, Amravatl

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and Gar got! (Maharashtra) • The train oouraaa available in these institutions are a three year Diploma Course in Rural Engineering, a two year Degree Course in Agricultural

rcience and a one year certificate course of sanitary

inspectors. The three year Diploma course in Rural Services had already been recognised by the &tate Governments and the Central Government as equal to b.a. course*

Dr, Radhakrlshnan dreamed of Rural university with a centre of many institutions of Rural services for the rural upliftment where so many integrated courses might be taught with practical work (cf • ch.Vlll), with some

modifications, the Central Government established the

Rural institutes, where some Integrated courses are taught.

Here also, the practical work is co-ordinated with the

courses. Hence# it can be concluded that most of his ideas are accepted and implemented in Rural Institutes, though not in to to.

The Committee on Rural Education (1959) conducted a study of different types and recommended that in multi­

purpose higher secondary schools agricultural education should be given to produce progressive farmers. Alongwlth languages and general sciences, rural conditions and problems should be taught to them. After their schooling students could serve as Gram Sevaks, Revenue workers# secretaries of

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217

village co-operatives and Panchayats, etc. Or* Radivakrishnan Commission's (1948-49) Impact can be seen on the inclusion of courses like# Agricultural Education and Rural Conditions and prohl

skis,

and an integrated course along with Rural, conditions was prepared to produce Gram sevaks# Revenue Workers and secretaries of Village Panchayats etc* Thus

or* Radhakrishnan's direct impact upon modern rural education is clearly seen.

The Education Ckmnmission (1964-66) recommended that at least one Agricultural University should be established in each state# agricultural polytechnics at posu-matricula>

tion level should be organised and these should be attached to agricultural universities. In all primary schools some orientation to agriculture should form an Integral part of

general education* Agriculture should also be made an important part of the work experience at the school stage.

The Central Advisory hoard of Education 9CABE) met in

i

August# 1967 and considered most of these recommendations.

All the rural Institutions affiliated to Rational Council for rural Higher Education were affiliated to the neighbouring universities and the concerned state Governments and a Gandhi graft Rural Institute in Madurai District

(Tamilnadu) had bee., declared as the 'deemed* university.

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the (1996) has aimed to reduce the rural-urban disparities and to provide employment opportunities to rural people* in fact# Dr* Radhakrlahnan also wanted to impart rural education £or the upliftment of the villagers* Hence#

the impact is seen.

At present# the rural institutes have been working with various courses. The ideas of courses o£ study were accepted with modifications. The courses like# Agricultural Education, Rural Engineering and courses based on rural conditions and problems are included in the present curri­

culum. The diploma, degree and certificate courses are framed and chalked out and also implemented at present in the eleven Rural institutes. The Integrated courses

alongwith subjects based on rural conditions and problems are established. Dr. Radhakrlahnan commission (1948-49) had also suggested so many Integrated courses. (cf.Ch.Vllx) in general education, the Agriculture and courses based on rural service, rural health and hygiene, rural sociology and rural culture and rural problems are included. These are some of f ie outcomes or the recomi.endatioxis made by Dr. Radhakrlshnan Commission (1948-49).

According to Kaur, Kuldip, "new colleges should be

opened to build New Zndia, which would bridge the world of

work with world of knowledge by offering Integrated courses

for Agriculture and Home Economics, Forestry, band and

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219

watar Davalopnient, Urban Planting, Transport Managamant, public Management and office Manag«ment;etc."

2

in fact# such integrated courses had been already suggested by Or. Kadhakrishnan too. He stated that the new applied sciences should be developed according to the needs and conditions of the changing tiroes .(cf.Ch.VHI) Here lies, his appropriateness of suggesting the new

courses suitable to new conditions. His thoughts are still to be guiding and helping ones at present tiroes, in this regard. Here lies, the importance of his thoughts. Hence, it can be concluded that i>r. Radhakrishnan's thoughts

regarding rural education have a great impact upon modern education and its practices.

From the foregone discussion it is clear that or. Padhakrishnan* s thoughts had great impact upon rural education. It is true that the ideas of Rural Village

Sc fools and Rural Universities were not fully and completely followed by state or central Government, but with some

modifications and changes most of his ideas were accepted and implemented.

Thus, there are certain differences in details or

of particulars but the underlying principle is one and the

same provided by the thoughts of Dr, Hadhakrishnan on rural

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X.7 CONCLUDING REMARKS :

In the foregone paragraphs the Impact of Dr. Radhakrlshnan* s educational thoughts upon modern educational thoughts and Its practices is discussed, especially his impact on higher education* on technical, vocational and professional education* on religious and moral education, on women’s education and on rural

education is discussed In this chapter.

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221

1. Ntik# J.P. - “The Education Commission and After*, Allied publishers Private Ltd., Hew Delhi, Bombay, Calcutta, Madras, Bangalore, Hyderabad, 1982, p. lo and S3.

2. Kaur, Kuldip - “Education in India (1781-1985) Policies, Planning and implementation*, Centre for Research in Rural and industrial Development, 2a, Madhya Marg, Chandigarh, Oct. 1985, p. 534.

References

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