Question

Arrange the following Commissions in chronological order.

(a) Mudaliar Commission

(b) National Policy on Education

(c) Radhakrishnan Commission

(d) Kothari Commission

1. c, b, d, a
2. a, d, b, c 
3. d, a, c, b 
4. c, a, d, b

Answer 1

Correct Answer - Option 4 : c, a, d, b

Education commission	Significance
Radhakrishnan Commission	The University of Radhakrishnan Commission was meant for aiming for higher education for the people and a diverse community. None other than Sarvapalli Radhakrishnan formulated this institution, and his sole aim was to develop the youth of yesterday. He was also the former Vice-Chancellor of the Banaras Hindu University. He was the chairman of this university, and he formulated and delegated the roles of the teachers towards their students so that each and every one of them could achieve their goals in life. It was prepared in the year 1948-49.
Mudaliar Commission	The government set up the Mudaliar Commission in 1952-53. This commission studied details of secondary education. It examined the curriculum, medium of instruction, teaching methodology, and many other collaterals like these. The commission introduced the concept of 'Higher Secondary Education.
Kothari Commission	The Kothari Commission was set up in the year 1964-66.  The commission collected various information to improve the education system of India and presents it to the Government of India and makes recommendations to the government in the formulation of education policy. The commission presented the real education level of the country and exchanges various suggestions for improvement in it. Kothari commission’s main objective was to increase the level of education in the country.
National Policy on Education	The National Policy on education was first introduced in the year 1968, on the basis of the recommendations given by the Kothari Commission. In this commission, the Government of India had to look for "radical restructuring" to modify the educational front for the country. It proposed equal educational opportunities in order to achieve national integration and greater cultural and economic development.  The policy called for fulfilling compulsory education for all children up to the age of 14, as stipulated by the Constitution of India, and specialized training and qualification of teachers. The policy called for a focus on the learning of regional languages, outlining the "three-language formula" to be implemented in secondary education - the instruction of the English language, the official language of the state where the school was based, and Hindi.  Language education was seen as essential to reduce the gulf between the intelligentsia and the masses.