Which committee was appointed in November 1944 by the Standing Committee of the Non-party conference to examine the communal question in a judicial framework following the breakdown of the Gandhi-Jinnah talks on communal problems?
Sapru Committee
The question asks about a specific committee appointed in November 1944 to examine the communal question in India. This appointment happened after the breakdown of the Gandhi-Jinnah talks, which had aimed to resolve the communal problems between the Indian National Congress and the Muslim League.
Mahatma Gandhi and Muhammad Ali Jinnah held talks in September 1944 to find a solution to the political deadlock, particularly concerning the issue of Partition and the demand for Pakistan. These talks were based on the C. Rajagopalachari formula. However, the talks ultimately failed, highlighting the deep differences and the unresolved communal problem.
Following the failure of the Gandhi-Jinnah talks, prominent Indian liberals and moderates, who were not aligned with either the Congress or the Muslim League, felt the need for an independent initiative. The Standing Committee of the Non-party Conference took up this task.
In November 1944, the Standing Committee of the Non-party Conference appointed a committee to undertake a judicial examination of the communal question and suggest solutions. This committee was headed by Sir Tej Bahadur Sapru, a distinguished lawyer and liberal leader.
This committee is widely known as the Sapru Committee.
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Based on the historical context and the details of the committees, the Sapru Committee is the correct answer.
The committee appointed in November 1944 by the Standing Committee of the Non-party conference to examine the communal question in a judicial framework following the breakdown of the Gandhi-Jinnah talks was the Sapru Committee.
| Committee Name | Year of Appointment | Appointing Body | Primary Focus |
|---|---|---|---|
| Zakir Hussain Committee | 1937 | Congress Government | Basic Education |
| Balwantrai Mehta Committee | 1957 | Government of India | Panchayati Raj |
| Sapru Committee | 1944 (November) | Standing Committee of Non-party Conference | Communal Question |
| Patel Committee | Various (e.g., Constituent Assembly) | Various | Varies by specific committee |
| Aspect | Details |
|---|---|
| Committee Name | Sapru Committee (also known as Non-Party Conference Committee) |
| Year Appointed | 1944 |
| Appointing Authority | Standing Committee of the Non-party Conference |
| Chairman | Sir Tej Bahadur Sapru |
| Main Objective | To examine the communal question and suggest a constitutional solution. |
| Context | Failure of Gandhi-Jinnah talks (September 1944). |
| Report Submitted | 1945 |
The Sapru Committee was an attempt by moderate leaders to break the political deadlock and offer an alternative constitutional framework, especially regarding the communal problem. The committee consisted of prominent individuals from various communities. They produced a report in 1945 which proposed a constitutional scheme for India. Key points of the Sapru Committee report included:
Although the Sapru Committee's recommendations were not ultimately implemented, its report provided a detailed examination of the constitutional and communal issues facing India at that time from the perspective of the liberal section of Indian leadership. It reflected an effort to find a middle ground and maintain the unity of India while addressing minority concerns, contrasting with the positions of the Congress and the Muslim League.
Arrange the following chronologically:
A. The National Commission on Teachers - I
B. NCFTE : Towards preparing the Professional and Humane Teacher
C. The NPE review committee
D. National Advisory Committee on Learning without Burden
E. The Curriculum framework for Quality Teacher Education
Choose the correct answer from the options given below:
Arrange the following in chronological order of their formation starting from the oldest to latest
A. Secondary Education Commission
B. Education Commission
C. National Knowledge Commission
D. University Education Commission
E. Justice Verma Commission
Choose the correct answer from the options given below:
Which of the following recommendations has implications for the content of pre-service and in-service teacher-education programs?
I. All teachers teaching must have basic proficiency in English
II. All teachers should have the skills to teach English appropriately according to their conditions and levels
Arrange the following in a chronological order of their formation from the earliest to the latest:
A. NAAC
B. NCTE
C. UGC
D. NCERT
E. NIEPA
Choose the correct answer from the options given below:
Match List I with List II
| List I | List II | ||
| A. | Justice Verma Commission | I. | Education for National development |
| B. | Mudaliar Commission | II. | Vision of teacher education in India: Quality and Regulatory perspective |
| C. | Yashpal Committee | III. | Secondary Education Commission |
| D. | Kothari Commission | IV. | Reviving higher education system |
| V. | Learning without burden |
Choose the correct answer from the options given below: