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Secondary education is the stage of education that encompasses all classes after primary school and prior to the start of university education. This stage is regarded as the foundation of the country's overall educational system. However, for the most majority of students, this is also the point at ...

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SECONDARY EDUCATION COMMISSION

INTRODUCTION Secondary education is the stage of education that encompasses all classes after primary school and prior to the start of university education. This stage is regarded as the foundation of the country's overall educational system. However, for the most majority of students, this is also the point at which their education ends. Secondary education is also the foundation for higher education, which directs the nation's power in the desired direction. As a result, an inefficient secondary school system is sure to have a negative impact on education quality at all levels. The Secondary Education Commission, 1952-53, is the subject of this course, which covers a wide range of topics from the background of its appointment to its recommendations, which had a significant impact on India's secondary education. INTRODUCTION AND APPOINTMENT OF THE COMMISSION ON SECONDARY EDUCATION Let us look at the history of the Secondary Education Commission's appointment. Following independence in 1947, both the public and the government became increasingly interested in secondary education growth. Despite the fact that the number of secondary schools and their attendance began to rise dramatically even before India's independence, the quality of education provided was inadequate to satisfy the country's changing socioeconomic needs. As a result, there was a strong desire for reform. Our secondary education remained the weakest link in our educational machinery, according to the university Education Commission, and it required urgent improvements. Meanwhile, with the country's independence, the country's political situation suffered a full upheaval. In his presidential address to the Central Advisory Board of Education in 1948, Maulana Abul Kalam Azad, the Education Minister, correctly stated that education needed a new look and a new viewpoint. At its 14th meeting in January 1948, the Central Advisory Board of Education suggested the creation of a commission to study the country's current secondary education system and provide recommendations for its reorganisation and improvement. The Government of India was also considering alternative options for establishing a Secondary Education Commission.

In light of these considerations, the Government of India established the Secondary Education Commission on September 23, 1952, with Dr. A. Lakshmanaswami Mudaliar, Vice-Chancellor of Madras University, as Chairman. As a result, the Mudaliar Commission is another name for this commission. On October 6, 1952, the Commission was established. In June 1953, it submitted its Report. Definitions of Terms of Reference The following are the Commission's terms of reference: a) To investigate and report on the current state of secondary education in India from various perspectives. b) To make recommendations for its reorganisation and enhancement, with a focus on I Secondary education's goals, structure, and content. ii) Its link to primary, secondary, and postsecondary education. iii) The interactions between secondary schools of various types. iv) Other related issues So that the entire country might benefit from a sound and reasonable unified secondary education system tailored to our needs and resources. Inquiry Methodology The Commission created a questionnaire that covered a variety of topics in secondary education. This was emailed to a number of people. India's educational gurus, professors, and educational establishments A substantial amount of data was gathered based on the responses submitted. On August 29, 1953, the members of the Commission completed a comprehensive tour of India, gaining first-hand information of the many educational difficulties, and presented their report. THE COMMISSION'S REPORT Now we'll talk about the Secondary Education Commission's report from 195253. We will not be able to go over all elements of the report in depth because it is so long (311 pages). We will limit our discussion to the flaws in India's current secondary education system and the Commission's suggestions for its goals, new organisational structure, and curriculum. Let's go over each of these topics one by one.

Flaws in the Current System The Commission identified the following flaws in the current system: For starters, the instruction we receive in our schools is divorced from reality. The curriculum, as designed and given through traditional teaching techniques, does not provide pupils with an understanding of the reality in which they live. Second, it is narrow and one-sided, failing to develop the student's entire personality. Third, English has been given far too much weight. Students who lacked particular linguistic abilities were thus severely disadvantaged in their studies. Fourth, the common teaching style failed to foster in students their ability to think independently and act on their own initiative. Fifth, the increase in class size has significantly diminished personal contact between teachers and students. As a result Character development and the instillation of correct discipline have been severely harmed. Finally, the examination's dead weight has served to stifle instructors' initiative, stereotype the curriculum, promote mechanical and lifeless teaching methods, discourage all spirit of experimentation, and focus attention on the improper, or insignificant aspects of education. Secondary Education's Goals In relation to the Commission's Secondary Education goals, the following proposals have been made: Citizenship development in a democratic society Since India has decided to become a democratic republic, citizens must be educated on how to defend and practise democratic social norms. Discipline, tolerance, patriotism, cooperation, equal possibilities for thought, speaking, and writing, and the essence of world citizenship are all values that must be instilled and fostered in pupils. According to the Mudaliar Commission, secondary education should help pupils develop all of these attributes. Citizens with these attributes have the potential to become ideal - citizens capable of making important decisions. India's democracy has proven to be a success. In short, secondary education should be aimed at producing ideal democratic citizens in the country.

Increasing Vocational Effectiveness: One of the country's most pressing needs is to boost its people's production efficiency and enhance national income. Education must attempt to increase the productivity or vocational efficiency of young students in order to achieve this. The Secondary Education Commission advised that secondary education be used to promote the dignity of manual labour and the promotion of technical skills for the advancement of industry and technology. As a result, secondary education will be liberated from a solely theoretical structure, with a focus on agricultural, technological, commercial, and other practical subjects. Developing leaders through education: For the vast majority of students, secondary education is their final destination. As a result, at the completion of their education, each student should be able to enter a variety of occupations on their own. "A unique mission of secondary schools in this setting is to prepare people who will be able to assume leadership roles in their own small groups of community or area - in social, political, industrial, or cultural fields." Personality development is a process in which a person's personality evolves over time Secondary education should attempt to help pupils develop their personalities. It should be organised in such a way that the pupils' creative energy can be properly expressed. They should also be taught to value their cultural heritage and to develop constructive and beneficial interests. They should be taught how to preserve and conserve their cultural legacy as well. Secondary education has as its primary goal the holistic development of the student's personality. Secondary Education Reorganization In terms of secondary education's organisational structure, the Secondary Education Commission suggested that secondary education be treated as a separate stage. This is the most crucial period of school for pupils in their life preparation. The Commission proposed the following organisational structure to improve school education:

Secondary education should last for seven years. It should be appropriate for children aged 11 to 17.

Secondary education should begin after 4 or 5 years of primary or junior basic education under the new organisational framework. Three years should be spent in the middle or senior basic or lower secondary stage. The senior secondary level should last three years. The commission also recommended that the current intermediate classes be abolished. The university should be linked to the 12th grade, and the 11th grade should be added to the high school.School. As a result, it argued for a one-year pre-university programme and three-year degree programme. The commission proposed that a significant number of technical schools be constructed, as well as central technical institutes in major cities. Multi-purpose schools with terminal courses in technology, business, agriculture, fine arts, and home sciences should be formed. The goal of these institutes was to lead students into various fields of study at the completion of their secondary education, so reducing the demand on university admissions. SECONDARY SCHOOLS CURRICULUM The secondary education curriculum has been extensively discussed by the Secondary Education Commission. It began by pointing out flaws in the present curriculum, then went into detail into the principles of curriculum development, and lastly the curriculum for various secondary school levels. Defects in Current Curriculum The following flaws in the current curriculum have been identified by the Commission: The current curriculum is limited. It's academic and theoretical. It is congested and lacks in depth and significance of content. At this stage of schooling, there is no appropriate provision for practical and other types of activities that should be included in any curriculum. As a result, the curriculum will not be able to educate the child's entire personality. It does not address the diverse needs and abilities of adolescents. Technical and vocational disciplines are desperately needed in India today, yet they are not included in the curriculum.

The examination dominates the curriculum far too much. The Fundamentals of Curriculum Development The Secondary Education Commission has advised that certain principles be followed when developing curriculum. Totality of Experience Principles "The curriculum does not include only the academic subjects traditionally taught in schools, but it also includes the totality of experiences that a pupil receives through manifold activities that take place in the school, in the classroom, library, laboratory, workshop, playground, and in numerous informal contacts between teachers and pupils," according to the Secondary Education Commission. All forms of educational experiences should be included in the curriculum, whether they are arranged by the school or not. Variation and elasticity principles – The curriculum should be flexible, with a wide range of subjects and activities to accommodate the needs of different types of students. The curriculum should be adaptive to the kids' needs and interests. Community-based principles – The curriculum should be based on communitybased principles. Community-oriented programmes should be included in the curriculum so that a child feels that he is a valuable member of his community. The curriculum should foster a bond between the child and the community. Principle of leisure training - The curriculum should be designed to prepare students not just for work but also for recreation. A variety of activities - social, aesthetic, sports, and so on - should be incorporated in the curriculum to achieve this goal. These activities will teach students how to make the most of their free time. The integration and correlation principle states that the curriculum should not be only a collection of subjects and activities. The activities and subjects should be well-connected and integrated. The curriculum should include 'wide field' units that have a direct impact on daily living. Secondary School Curriculum at Different Levels 1) A Middle School Curriculum 2) High school and higher secondary school curricula For these two phases of secondary education, the Commission has established the following different curricula.

1) Curriculum for Middle School Students The following subjects have been recommended for inclusion by the Commission. a) English. b) Social Science. c) Science in general. d) Mathematics. f) Music and art. 2) Curriculum for High and Higher Secondary Schools- The commission has recommended that a diverse course be offered at this level of schooling. a) Compulsory topics or major subjects; and b) Optional subjects. b) Subjects that are optional. A. Subjects that are required: The following subjects are required to be studied: 1. Mother tongue, regional language, or a combination of mother tongue and classical language. 2. A second language to be picked from the list below: I Hindi for individuals who do not speak Hindi as a first language. ii) Beginner's English (for those who have not studied English in the middle stage). iv) Proficiency in English (for those who have studied English at the earlier stage). iv) An Indian Language in the 21st Century (other than Hindi). v) A foreign language that is now in use (other than English). vi) It is a classic language. 3. General course in social studies (for the first two years only). 4. General science (including mathematics) - introductory course (for the first two years only). Three people from one of the following categories –

1st Group (Humanities): (a) A classical language or a third language not already studied from A (2); (b) History; (c) Geography; (d) Economic and Civics Elements; (e) Psychology and Logic Elements; f) Mathematics; g) Music; h) Household Science Group 2 (Scientific Subjects): a) Physics; b) Chemistry; c) Biology; d) Geography; e) Other; f) Other; g) Other; b) Hygiene Elements (not to be taken with Biology). Technical Group -3: (a) Geometrical Engineering and Applied Mathematics; (b) Applied Science; (c) Mechanical Engineering Elements; (d) Electrical Engineering Elements 4th Group (Commercial): a) Commercial Practice; b) Bookkeeping; c) Commercial Geography or Elements of Economics and Civics; d) Commercial Geography or Elements of Economics and Civics; e) Commercial Geography or Elements of Economics and Civics; f) Commercial Geography Agriculture (Group 5): Agricultural Chemistry and Botany; a) General Agriculture; b) Animal Husbandry; c) Horticulture and Gardening; d) Agricultural Chemistry and Botany 6th Group (Fine Arts): (a) Art History; (b) Drawing and Designing; (c) Painting; (d) Sculpture; (e) Sculpture; (f) Sculpture; (g) Sculpture; d) Modeling, e) Music, and f) Dancing 7th Group (Home Science): Home Economics; Nutrition and Cookery; Mother Craft and Child Care; Household Management and Home Nursing

A student may choose one additional subject from any of the aforementioned groups in addition to the ones listed above, regardless of whether he has picked his other selections from that category. On September 23, 1952, the Secondary Education Commission was established under the chairmanship of Dr. L.S. Mudaliar. As a result, it is known as the Mudaliar Commission. The commission has identified some flaws in the current secondary school system. The group made significant recommendations about secondary education's goals and curriculum construction approaches. Secondary education's principal goal was to generate excellent citizens who could lead and were self-reliant, obedient, and disciplined. The commission has identified some flaws in the current curriculum. As a result, the concepts of curriculum construction have been recommended. The following concepts apply: wholeness of experience, variety and elasticity, connection to communal life, leisure training, and topic correlation. The panel has proposed a curriculum plan for middle schools, high schools, and higher secondary schools....