Introduction
The Kothari Commission (1964–66), officially known as the Indian Education Commission, was one of the most significant educational commissions in post-independence India. Established under the chairmanship of Dr. Daulat Singh Kothari, then Chairman of the University Grants Commission (UGC), the commission aimed to develop a comprehensive framework for education that would align with the socio-economic needs of the country. Among its many focus areas, women’s education was given substantial attention—an effort that marked the beginning of a long-term commitment to gender equality in Indian education.
Historical Context
Post-Independence Challenges for Women’s Education
After independence, India faced stark disparities in education. Women’s literacy rates were alarmingly low due to deep-rooted patriarchal norms, lack of institutional support, and socio-economic barriers. Educational access for girls, especially in rural areas, was minimal.
The government realized that no country could progress if half its population remained uneducated. It was in this backdrop that the Kothari Commission was set up in 1964, with the objective of proposing a national pattern of education that could eliminate such inequalities and lay the foundation for a modern, democratic India.
Objectives of Kothari Commission with Respect to Women’s Education
The Commission aimed:
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To promote equal educational opportunities for both sexes.
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To recommend institutional and policy-level reforms for girls’ and women’s education.
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To integrate women’s education with national development goals.
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To improve the participation of women in all levels of education—from primary to higher education.
Key Recommendations of the Kothari Commission on Women Education
1. Equal Access to Education
The Commission emphasized that education for women should not be seen as a luxury or social favor, but a fundamental right and a national necessity. It called for removing gender disparities in access to all levels of education.
“No nation can achieve progress unless women are equally educated as men.” – Kothari Commission
2. Compulsory Education for Girls
The report recommended free and compulsory education for all children, including girls, up to the age of 14 years, in alignment with Article 45 of the Constitution. It suggested removing barriers that discouraged girls from attending school, such as:
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Early marriage
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Household responsibilities
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Safety concerns
3. Establishment of Schools for Girls
To overcome socio-cultural resistance in conservative communities, the Commission proposed the establishment of exclusive girls’ schools, especially in rural and semi-urban areas. These schools were expected to provide:
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Safe and hygienic infrastructure
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Gender-sensitive curriculum
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Trained female teachers
4. Recruitment of Female Teachers
Recognizing that many parents were reluctant to send their daughters to co-educational schools, the Commission stressed the need for recruiting more female teachers, particularly at the primary and middle school levels.
This move was intended to:
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Provide role models for girl students
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Improve comfort levels for parents and students
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Create a supportive environment for female learners
5. Curriculum Reforms for Women Empowerment
The Commission recommended the inclusion of subjects like home science, health education, and vocational training to make education more relevant for girls. While some of these were based on traditional gender roles, the broader goal was to:
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Equip women with employable skills
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Promote financial independence
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Enhance their role in national development
6. Scholarships and Incentives
To encourage girls’ enrollment and reduce dropouts, the Commission advocated:
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Scholarships and stipends for girls
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Free textbooks and uniforms
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Mid-day meal programs
These were seen as effective tools for boosting female literacy and retention rates, especially among economically weaker sections.
7. Women in Higher Education
The Kothari Commission recognized the underrepresentation of women in universities and professional courses. It called for:
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Special incentives for women in higher education
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More women’s colleges and hostels
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Gender-sensitive admission policies
8. Adult and Non-Formal Education for Women
The Commission also emphasized the need to educate adult women who had missed formal schooling. It proposed:
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Night schools and part-time classes
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Literacy drives targeting women
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Functional literacy and life skills programs
Significance and Impact of Kothari Commission on Women’s Education
1. Laid the Groundwork for National Education Policy (1986 & 2020)
Many of the ideas proposed by the Kothari Commission were later adopted in India’s National Policy on Education (NPE) 1986 and the New Education Policy (NEP) 2020. Its emphasis on gender equality, equity in access, and inclusive education was carried forward in these policies.
2. Increased Female Literacy Rates
In the decades following the Commission, female literacy in India saw significant improvement:
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From 15.3% in 1961 to 65.46% by 2011
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Greater school enrollment of girls across all states
3. Expansion of Girls’ Schools and Women’s Colleges
Thanks to its recommendations, India witnessed a massive expansion in:
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Girls’ schools at the primary and secondary levels
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Specialized institutions for women in higher education
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More women joining STEM, medicine, law, and business
4. Gender Parity in Education
Over the years, the Gender Parity Index (GPI) has improved, and in some states, girls now outnumber boys in school enrollment—a direct impact of long-term policy directions set by the Kothari Commission.
Criticism and Limitations
While the Commission made path-breaking recommendations, it also received criticism for:
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Reinforcing gender roles by promoting home science and domestic skills
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Not addressing intersectional issues like caste, class, and regional disparities deeply enough
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Slow and uneven implementation across states due to lack of political will and resources
Contemporary Relevance of Kothari Commission’s Vision
In today’s context of SDG 4 and SDG 5 (Quality Education and Gender Equality), the Kothari Commission’s vision for women’s education remains more relevant than ever. As India aims for universal education, digital literacy, and gender-inclusive classrooms, the foundation laid by this Commission serves as a guiding force.
Conclusion
The Kothari Commission (1964–66) was a milestone in India’s educational reform, especially in advancing women’s education. By emphasizing equal opportunity, institutional reform, and inclusive policies, it brought gender equality into the national education agenda. Though challenges remain, the Commission’s recommendations created a paradigm shift that continues to influence Indian education policies even today.
Empowering women through education is not just a policy objective; it is a national necessity. As we look ahead, drawing inspiration from the Commission’s progressive blueprint will be essential in achieving gender justice, inclusive growth, and social transformation.
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