Indian Education Commission (1964-1966), popularly known as Kothari Commission, was an ad hoc commission set up by the Government of India to examine all aspects of the educational sector in India, to evolve a general pattern of education and to advise guidelines and policies for the development of education in India. It was formed on 14 July 1964 under the chairmanship of Daulat Singh Kothari, then chairman of the University Grants Commission. The terms of reference of the commission was to formulate the general principles and guidelines for the development of education from primary level to the highest and advise the government on a standardized national pattern of education in India. However, the medical and legal studies were excluded from the purview of the commission. The tenancy of the commission was from 1964 to 1966 and the report was submitted by the commission on 29 June 1966.
The commission, under the chairmanship of Daulat Singh Kothari, was the sixth commission in India post independence and the first commission with comprehensive terms of reference on education. It was composed of a member secretary, an associate secretary and fifteen members. Apart from the core group, the commission had a panel of overseas consultants numbering twenty and nineteen task forces, their sub groups and special panels of invitees.

One of the main recommendations of the commission was the standardization of educational system on 10+2+3 pattern, across the country. It advised that the pre-primary education which had different names such as kindergarten, Montessori and pre-basic should be renamed as pre-primary and the primary education (renamed as lower primary) to be up to the 4th standard. It further classified the schooling as upper primary or higher primary and high school (up to standard X). The under graduate education was identified as XI and XII standards under the name, higher secondary or pre university. The graduate studies were recommended to be standardized as a three-year course. The educational system up to master's degree was categorized as first (primary education), second (secondary education up to XII) and third levels of education (higher studies).

The commission recommended that a common public education system should be introduced and the it should be vocationalized in general and special streams by introducing work experience as a part of education. It further stressed on the need to make work experience and social/national service as an integral part of education. Specialization of subjects were advised to be started from higher secondary levels.^[3]

The days of instruction were recommended to be increased to 234 for schools and 216 for colleges and the working hours to be fixed at not less than 1000 hours per academic year, preferably higher at 1100 or 1200 hours. It also advised for reduction of national holidays. Linking of colleges to a number of schools in the neighborhood, utilization of school facilities 8 hours a day all through the year, establishment of book banks, identification of talents and provision of scholarships, setting up of day study and residential facilities and opportunities for students to earn while studying were some of the other recommendations of the commission. It also emphasized on free education up to and including lower secondary level of education.

Commission laid stress on women education and advised setting up of state and central level committees for overseeing women education. It suggested establishing schools and hostels for women and urged to identify ways to find job opportunities for women in the educational sector. Focusing on equalization of opportunities to all irrespective of caste, religion and gender and to achieve social and national integration,the schools were advised to provide education to backward classes on a priority basis and the minimum level of enrollment at a secondary school were advised to be not less than 360 every year. Two sets of curricula were prescribed, one at state level and one at the national level and the schools were recommended to experiment with the curriculum. It also proposed that three or four text books to be prescribed for each subject and moral and religious education be made a part of the curriculum. The curriculum prescribed by the commission was:

Lower primary level (1 to 4)

• One language (regional)
• Mathematical studies
• Environmental studies
• Creative studies
• Health studies
• Work experience

Higher primary level (5 to 8)

• Two languages (one regional and one national) and preferably a third language
• Mathematical studies
• Science studies
• Social studies
• Art
• Physical education
• Work experience
• Moral studies

Lower secondary level (IX and X)

• Three languages
• Mathematical studies
• Science studies
• Social studies
• Art
• Physical education
• Work experience
• Moral studies

Higher secondary level (XI and XII)

• Two languages (one modern Indian language and one classical or foreign language)
• Any three subjects from (a) one additional language, (b) History (c) Economics (d) Logic (e) geography (f) psychology (g) sociology (h) art (i) physics (j) chemistry (k) mathematics (l) biology (m) geology (n) home science
• Art
• Physical education
• Work experience
• Moral studies

It also recommended the establishment of guidance and counselling centres and a new approach in the evaluation of student performances. The commission suggested the neighbourhood school system without social or religious segregation and a school complex system integrating primary and secondary levels of education. It put forward the suggestion that state and national boards of examination be set up and state level evaluation machinery be put in place.

The commission recommended the establishment of Indian Education Service, along the lines of Indian Administrative Service, to bring in professional management to education sector. It proposed standardization and revision of the pay scales of the teaching, non teaching and administrative staff and prescribed minimum pay levels based on their locations. It also advised standardization of pay scales working under different managements such as government, private and local bodies. The minimum scale was suggested to be in the ratio of 1:2:3 for teachers in the primary, secondary and higher levels of educational sector. Another proposal was for the establishment of a machinery for continuous on job training of the teaching staff and for efforts to raise the status of the teachers to attract talents into the profession. It urged laws to be passed to legalize the educational standards and the educational expenditure to be raised from the then level of 2.9 percent of the GDP to 6 percent, to be achieved by the fiscal year, 1985-86. A significant suggestion was the issuance of a National Policy on Education by the Government of India which should serve as a guideline for the state and local bodies in the design and implementation of their educational plans.