Kothari Education Commission (1966), officially known as the Education Commission of India, focused on a comprehensive review of education, with special attention to curriculum reform and the internal dynamics of schooling. Its central aim was to make education more relevant, flexible, and productive, moving away from rote memorization toward experiential and value-based learning.
The commission emphasised that previous curricular revisions were largely ad hoc and lacked systematic research. It recommended that all curriculum development should be based on careful research, expert input, and practical feasibility, rather than whimsical or piecemeal changes.
Key Recommendations for Curriculum Reconstruction
Systematic Curricular Research
The commission underscored the importance of research-driven curriculum design:
- Any curriculum change should be guided by expert findings rather than spontaneous decisions.
- Schools should avoid adopting untested or arbitrary modifications.
Textbook Development
Proper learning materials, especially textbooks, are essential for successful curriculum implementation.
Curriculum reforms must be accompanied by production of suitable textbooks that align with the revised curriculum.
Teacher Involvement
Teachers must be actively involved in curriculum development to ensure practical feasibility.
Their competence and professional skills should be improved through in-service training, seminars, and refresher courses.
School-Level Flexibility
Schools should be encouraged to experiment with curriculum designs, fostering creativity and initiative.
A phased approach to introducing advanced curricula is recommended:
- Ordinary curriculum: For most schools.
- Advanced curriculum: For schools with adequate facilities and resources.
Multi-Purpose Schools
The commission proposed ten-year school curricula with multi-purpose schooling options to cater to diverse student needs.
Curriculum Structure by Educational Stage
Lower Primary Stage (Classes I–IV)
| Subject Area | Description |
|---|---|
| Language | Mother tongue or regional language |
| Mathematics | Basic numeracy and problem-solving |
| Environmental Studies | Introduction to science and social studies (Classes III-IV) |
| Creative Activities | Arts, crafts, music, and creative expression |
| Work Experience & Social Service | Hands-on learning and community participation |
| Health Education | Personal hygiene, physical fitness, and awareness |
Higher Primary Stage (Classes V–VII)
| Subject Area | Description |
|---|---|
| Languages | Two languages: Mother tongue + Hindi or English; optional third language available |
| Mathematics | Includes algebra and geometry |
| Science | Physical and life sciences |
| Social Studies | History, Geography, Civics |
| Art | Drawing, painting, and creative expression |
| Work Experience & Social Service | Community-oriented activities |
| Physical Education | Games, sports, and fitness |
| Moral & Spiritual Education | Value-based learning and ethical development |
Lower Secondary Stage (Classes VIII–X)
| Subject Area | Options / Details |
|---|---|
| Languages | Three languages: • Non-Hindi areas: Mother tongue, Hindi, English • Hindi areas: Mother tongue, English/Hindi, Modern Indian language; optional classical language |
| Mathematics | Algebra, geometry, and applied concepts |
| Science | Integrated physical and life sciences |
| Social Studies | History, Geography, Civics |
| Art | Music, drawing, and other creative arts |
| Work Experience & Social Service | Practical activities for social engagement |
| Physical Education | Sports, fitness, and games |
| Moral & Spiritual Values | Ethics, values, and social responsibilities |
Vocationalization of Secondary Education
The commission stressed the vocationalization of secondary education to make it relevant to national development:
- Schools should introduce practical and productive work opportunities.
- Vocational subjects were recommended across various streams such as: agriculture, commerce, technical skills, and socially useful productive work (SUPW).
- The philosophy combined Pragmatism (learning by doing) with Essentialism (focusing on core knowledge and skills).
Suggested Time Allocation for School Subjects
The NCERT guidelines based on the Kothari Commission proposed time allocations as follows:
Classes I–II
| Subject Area | Percentage of Total Time |
|---|---|
| First Language | 25% |
| Mathematics | 10% |
| Environmental Studies I (Social + Science) | 15% |
| Work Experience & Art | 25% |
| Health Education & Games | 25% |
| Total | 100% |
Classes III–V
| Subject Area | Percentage of Total Time |
|---|---|
| First Language | 25% |
| Mathematics | 15% |
| Environmental Studies I (Social Studies) | 10% |
| Environmental Studies II (Science) | 10% |
| Work Experience & Art | 20% |
| Health Education & Games | 20% |
| Total | 100% |
Classes VI–VIII
| Subject Area | Weekly Periods |
|---|---|
| First Language | 8 |
| Second Language (Hindi/English) | 5 |
| Mathematics (Algebra & Geometry) | 7 |
| Social Science (History, Geography, Civics) | 6 |
| Science (Physical & Life Sciences) | 7 |
| Work Experience | 4 |
| Arts | 5 |
| Physical Education & Games | 6 |
| Total | 48 |
Classes IX–X
| Subject Area | Weekly Periods |
|---|---|
| First & Second Language + Optional Third Language | 6, 5, 2 |
| Mathematics | 7 |
| Science | 7 |
| Social Science | 7 |
| Work Experience | 6 |
| Arts | 5 |
| Physical Education & Games | 3 |
| Total | 48 |
+2 Stage Curriculum Recommendations
The National Review Committee under Malcolm S. Adiseshiah recommended the following structure for +2 education:
| Course Component | Time Allocation | Notes |
|---|---|---|
| Language | 15% | Compulsory language study |
| Socially Useful Productive Work (SUPW) | 15% | Vocational and community-oriented work |
| Electives | 70% | Includes Mathematics, Sciences, Economics, Political Science, Sociology, Fine Arts, Home Science, Commerce, Psychology, and more |
Key Takeaways from Kothari Commission
Research-Based Curriculum Design: All revisions must be systematic and evidence-based.
Teacher Training: In-service programmes to prepare teachers for new curricula.
Vocationalization: Integrating productive and work-related skills.
Flexibility and Innovation: Schools encouraged to experiment and adopt phased curricula.
Holistic Development: Emphasis on intellectual, creative, moral, physical, and social growth.
Time Allocation: Clear guidelines for balancing academic, creative, and physical education.
The Kothari Commission laid the groundwork for India’s modern school education system, influencing NCERT textbooks, SUPW, and vocational education reforms. Its holistic approach remains a cornerstone of Indian curriculum planning even today.
