(Government of Gujarat)

Consequent upon the recommendations of the Secondary Education Commission appointed by the Government of India, the schemes for the introduction of multipurpose and higher secondary courses were intro- duced. It is almost ten years now since these schemes were taken in hand. Some progress was made in these directions in the First Five- Year Plan and the same continued during the Second Five-Year Plan. Schemes concerning multipurpose and higher secondary courses do not figure so prominently in the Third Five Year Plan. In some of the States higher secondary courses have been introduced but they have not been able to cover all the secondary schools. In most of the states only small proportion of the total number of secondary schools has been raised to higher secondary schools. In some of the States higher secondary courses have not yet been introduced. So far as introduction of multipurpose courses is concerned, they have been only partially introduced, so far as that very small number of secondary schools has courses. In this way both the schemes namely, of higher secondary and multipurpose courses are not even half the way through road. This has created some confusion and uncertainty in the minds of people as well as the pupils. As a result of only a partial implementation of these schemes, university course has also been thrown somewhat out of gear. A number of universities have introduced three year degree course, which was to be dovetailed with higher secondary course, but the first year of the university course has been continued in some of the universities under the names such as pre- university or the pre-degree course. Thus in the name, universities are continuing the four-year course. One of the objects of introducing a three-year degree course was to reduce the number of public examinations. The present arrangement of pre-university course for one year followed by a three-year degree course has not really reduced the number of public examinations. In fact with the

introduction of the pre-professional course in a number of universities, the number of public examinations has increased. It is, therefore, felt that there is a need for a uniform and fully considerate policy to be adopted, as regard higher secondary multipurpose, pre-university and pre-professional courses. The Central Advisory Board of Education may, therefore, appoint a high power Committee to look into this matter and to introduce a pattern which may be as useful as possible.

RECONSTRUCTION OF SECONDARY EDUCATION IN INDIA

Note prepared by the Ministry of Education

The present system of secondary education can be traced to the early 19th century when the British rulers of the country set up secondary schools to train men for the lower ranks of administrative posts. The courses of studies in these schools were mainly academic and there was no provision for the teaching of science or for technical and vocational courses. The requirements of the matriculation examination dominated the syllabi. Beginning with the Hunter Commission of 1882, various committees and commissions were appointed to recommend measures for the reform of the educational system. Their main recommendations were

(a) There should be more diversified curricula in schools.

(b) The dividing line between the university and secondary courses should be the Intermediate examination and not the matriculation examination.

(c) The training and service conditions of teachers should be improved so that better type of persons may enter the teaching profession.

In spite of these and other recommendations, no serious attempt was made to bring about any radical change in the secondary schools, which continued to be academic, examination-ridden and divorced from the main current of national life.

2. With the advent of independence, the question of educational reform again came to the forefront. It was felt that the system should be reorganised so as to meet the demands of a democratic country which while anxious to retain the best in its past heritage was equally keen on increasing its industrial and agricultural efficiency by large scale application of science and technology. It was also felt that a large proportion of pupils who entered secondary schools were not fit for university education, nor was it possible to find white collar jobs for them. The Secondary Education Commission was accordingly set up in 1952 to prepare the blue print of the new edifice of secondary education in the country. The commission went carefully into all aspects of the problem and made comprehensive recommendations on the organisational pattern of secondary education, curriculum, methods of teaching, examination reform, improvement of teaching personnel etc. These were designed to evolve a pattern of secondary education which would meet the needs of not only the minority of bright pupils who would go to the universities but also equip the vast majority of those school pupils whose education would end at the secondary stage with necessary knowledge and skill to enter a trade or a vocation.

3. Although the present note deals mainly with the findings of the Secondary Education Commission in respect of the organisational ( or structural) pattern of secondary education, it must be emphasised that implementation of this aspect would not by itself lead to the achievement of objectives which the Commission had in view unless they were also accompanied by other improvements recommended. Only an integrated approach of educational reform would yield worth. while results.

Before examining the Commission's findings on this aspect it may be appropriate to point out that the University Education Commission had earlier recommended :

(a) that the standard of admission to the university courses should correspond to that of the present intermediate examination i. e. after the completion of 12 years of study at a school and an Intermediate college ;

(b) that a large number of Intermediate colleges (with classes IX to XII or VI to XII) established ; and

(c) that in order to divert students to different vocations after 10 or 12 years of schooling, a large number of occupational institutes be opened.

4. The recommendations of the Secondary Education Commission in respect of the organisational pattern were as under :

(i) Secondary education should commence after four or five years of primary or junior Basic education and should include (a) the middle or senior Basic or junior secondary stage of three years, and (b) the higher secondary stage of four years,

(ii) As a consequence, the first degree course in the University should be of three years duration.

(iii) Multipurpose schools should be established wherever possible to provide varied courses to suit the diverse aims, interests, aptitudes and abilities of students.

(iv) Those who successfully complete such courses should be given opportunities to take up higher specialized courses in polytechnics or technological institutions.

(v) Technical schools should be started in large numbers either separately or as part of multipurpose schools.

It may be stated that whereas the University Education Commission was in favour of a period of 12 years, education prior to the 3-years first degree course, the Secondary Education Commission accepted a 11-year or a 12-year period of schooling. In making this recommendation the Secondary Education Commission took note of the fact that in the northern States generally a student passed his matriculation examination after 10 years schooling while in the southern States (including former Bo bay State) he spent 11-years to reach the same standard.

5. In 1933, the C.A.B.E. set up an Implementation Committee consisting of some of its members and some distinguished educationists to report to the Board as to what recommendations of Secondary Education Commission could be implemented by the Centre and what recommendations could be implemented by the States, indicating at the same time the order of priority of implementation, The report of the Implementation Committee was accepted by the C.A.B.E. in 1954. The Board also urged early implementation of the reforms in the order of priority suggested by the Implementation Committee. The Committee was of the opinion that the eventual pattern of education would be as follows

(a) Eight years of integrated elementary (Basic) education.

(b) Three or four years of secondary education with diversification of courses.

On the basis of the report of the Implementation Committee (which was accepted by the C.A.B.E.), the Ministry of Education, Government of India in its letter No.F. 12-4/54-D. 1 dated 7th August, 1954 advised the State Governments to accept the new pattern of secondary education and further laid down a schedule of grants which the Centre was willing to give to the States for implementation of the reforms. The various schemes eligible to earn grants-in-aid were : establishment of multipurpose schools, improvement in The teaching of core subjects such as general science, social studies and crafts, improvement of school libraries, training of teachers etc.

Thus for the first time in the history of secondary education, the Government of India not only initiated a series of inter-related reforms but also offered substantial financial assistance to States willing to introduce them. Grants totalling Rs. 2.94 crores, Rs. 2.65 crores and Rs. 3.63 crores were released in 1956-57, 1957-58 and 1958- 59 respectively to ail States towards the reconstruction of secondary education in accordance with the pattern laid down in the letter of 7th August, 1954. (Similar information in respect of subsequent years is not readily avail. able). Further, in 1957-58 a scheme of grants to States for improvement of salary scales of secondary school teachers was also introduced.

6. The C.A.B.E. again considered the organisational pattern of secondary education in the year 1955 and came to the following con- clusions ;

(a) the degree course should be of three years and 17+ should be the minimum age for entry into universities.

(b) the end of secondary education at 17+ should mark a terminal stage in education and prepare students for life. It should also be of a standard which would enable them, to participate with profit in a three-year degree course.

(c) the last class in the secondary stage should be called the 11th class and may be reached after schooling of not less than 10 years, the actual duration of the school system in the various States to be determined by the State Government concerned.

In 1956, the C.A.B.E. urged the speedy conversion of all secondary schools to the new pattern. Again in 1959, the C.A.B.E. recommended that high priority- should be given to the conversion prograrnme. In fact, the Board felt that from 1960-61 all new secondary schools should be of the higher secondary pattern. This recommendation was not, however, accepted by the Conference of State Education Ministers held subsequently in the same year. The Confer- ence was of the view that the only practical target was to convert 50 per cent of the existing secondary schools to the higher secondary pattern by the end of the Third Plan.

7. The up-to-date position regarding the number of higher secondary schools in the country may be seen in the statement at Annexure 'A'. This includes 778 twelve-year higher secondary schools (called Intermediate colleges in U.P.) figure relating to the Intermediate colleges of U.P. is included (and the State Government calls them higher secondary schools) it will be found that out of the total number of 17,165 secondary schools, 3,628 i. e: 21 per cent have been converted to the higher secondary pattern. By the end of the Third Plan this percentage will rise to 31 as against the original targets of 50 per cent.

8. It may also be stated that States of U. P., Maharashtra (some parts) and Gujarat have not accepted the higher secondary pattern so far In Maharashtra, Vidarbha and Marathwada areas which were formerly parts of old Madhya Pradesh and Hyderabad States have higher secondary schools. All other States have accepted the new pattern and are implementing it

9. The State of Madras which bad formerly a 11-year high school course leading to the Secondary School Leaving Certificate Examination decided to introduce a revised syllabus leading to the higher secondary examination at the end of the same 11-year period. The revised syllabus was introduced in the secondary schools of the State in the school year 1958-59. Changes have since been taking place from year to year. These would have been completed in the school year 1962-63 when the new XI standard is added to the selected schools in the State. In 1963-64 the reorganised pattern would have been in full force and effect.

However, the Madras Government is now thinking of introducing the following changes:

(a) The proposed XI standard should not be introduced in 1962-63.

(b) Students who complete the X standard according to the re organised pattern should appear for the S.S.L.C. examination.

(c) A test should be held at the end of the seven-year elementary school course. Only those who qualify in the test should be admitted to secondary schools commencing from standard VIll.

(d) For those who do not qualify in the elementary education test, the state should open a large number of craft and vocational training schools.

(e) A junior College Diploma Course of two years should be instituted which should take the place of the Xth standard or the one-year pre-university course. This should be located only in those educational institutions which are recognised by the university as being properly staffed and equipped for preparing students to take the university examination.

Thus if the above proposals are implemented, the new pattern in Madras would be:-

Elementary School 7 years Secondary Schools 3 years Junior College 2 years First Degree Course 3 years

Total 15 years

The main reasons for the proposed changes given by the Madras Government are:

(a) "The resources available for secondary education during the Third Five Year Plan period should be devoted exclusively to assess the success of the re-organisation effected up to the new Xth standard" and to raise the level of attainment in schools which may have tendency to fall because of increasing number of students seeking admission in secondary schools.

(b) The introduction of standard XI would lead to the abolition of pre-university classes which would give rise to numerous financial and administrative problems in colleges.

(c) A period of preparation is necessary to provide a smooth transition to the students from the school to the university. This is particularly necessary in view of the fact that the medium of instruction at the school will be Tamil while in the university the medium will be English for many years to come. This period should be two years which a student should spend at the Junior College.

(d) The objective of introducing the higher secondary system to achieve at the end of 11 years, the same educational standard as was previously achieved at the end of 12 years is being realised at a very slow pace. In that case it will "be wiser to accept the reorganised ten year course as the final pattern of school education, add an extra year to college education and replan the College course."

(e) If the above reorganisation is enforced the average degree holder will be a better educated person than the average degree holder at present

The result of the proposed changes would mean that a student will have to spend 12 years at the school and junior College, instead of 11 years under the higher secondary pattern, before joining the university.

The junior College course will more or less correspond to the former Intermediate course.

10. In this connection attention is invited to the recommendation of the Coordination Committee set up by the Education Panel of the Planning Commission. The Committee met on 19th and 22nd August, 1960 and decided that:

(a) The duration of school course should be 12 years and not 11 years;

(b) the present was the most opportune time to give effect to (a) above; and

11. The Vice-Chancellors' Conference which met on 28th and 29th October, 1961 discussed the same subject and suggested that for securing university degree, the Period of school education should not be less than 12 years and the degree course thereafter should be for a period of 3 years.

12. As pointed in paragraphs 4,5 and 6 above, the Secondary Education Commission and the C.A.B.E. have accepted the two alter- natives a 11-year or a 12-year course-leading to the higher secondary examination. In their letter of 7th August 1954, the Ministry of Edu- cation, Government of India have clearly advised the state Governments to adopt a 3 or 4 year higher secondary course following an 8-year course of integrated elementary education. Thus the States have been left the option to determine the total duration of the school course. The point at issue is now whether or not a 12-year duration of schooling should be introduced all over the country as a part of the national policy on secondary education. Even if this is accepted, it may not be necessary to lay down the Stage into which the 12 years' schooling should be divided. This may perhaps be decided by each State according to the con. ditions obtaining in it.