The second five-year plan for implementation included the recommendations of the following:
A. University Education Commission
B. Languages Commission of India
C. Rural Higher Education Committee
D. Committee on Establishment of New Universities
E. Three-Year Degree Course Committee
Choose the correct answer from the options given below:

Correct option is C

The Second Five-Year Plan (1956–1961) aimed at the development of education and industrial infrastructure in India. The following committees contributed to its implementation in terms of educational recommendations:
· Rural Higher Education Committee (1954) (C): This committee recommended enhancing educational opportunities in rural areas to bridge the urban-rural educational divide.
· Committee on Establishment of New Universities (1955) (D): Suggested the creation of new universities to meet the increasing demand for higher education across the country.
· Three-Year Degree Course Committee (1957) (E): Proposed a three-year undergraduate degree course, standardizing the higher education system in India, making it more efficient and in line with global standards.
The University Education Commission (A) (1948-49) and Languages Commission of India (B) (1955) made important contributions to earlier educational reforms but were not central to the implementation of the Second Five-Year Plan's objectives.
Information Booster:
· The Second Five-Year Plan focused heavily on industrialization and education.
· New universities were established as per the recommendations of the Committee on Establishment of New Universities.
· The introduction of the three-year degree course created a uniform system of higher education.
· Rural education was emphasized to ensure balanced development across regions.
Additional Information:
· University Education Commission (A) (1948-49): Chaired by Dr. S. Radhakrishnan, it provided comprehensive recommendations for higher education reform, including autonomy of universities.
· Languages Commission of India (B) (1955): This commission focused on promoting regional languages in education but was not central to the five-year plan’s implementation strategy.