APPENDIX F-
SECONDARY EDUCATION IN THE
 DIFFERENT STATES AND METHODS FOR
 GREATER UNIFORMITY AND
 CO-ORDINATION IN AT LEAST ITS
 STANDARD AND DURATION
 

The Government of India have had under consideration the recommendation of the Central Advisory Board of Education regarding the appointment of a Commission or a Committee to make a detailed examination of Secondary Education in all its aspects in the country. The Government of India fully appreciate that unless the system of Secondary Education in the country is also improved, neither Primary Education nor University Education can be well balanced and effective. Owing, however, to acute financial stringency the establishment of a Secondary Education Commission has had to be deferred. It is nevertheless felt that some general review of secondary Education is necessary. The Board may therefore consider the desirability of devising some measures for carrying out such a review either as an alternative or as a preliminary to a fuller investigation by a Commission. It may, for instance, be possible for each State Government to nominate one of its officers, a specialist in Secondary Education, to form an inter-State body for investigating various aspects of Secondary Education. This body, to which the Government of India may also contribute a member, may perhaps be helped by investigations which may have been or may now be carried out by individual States. If it is decided to set up such a body, the Board may also suggest the terms of reference. One most obvious need is to devise measures for the achievement of a uniformity of standard and duration of Secondary Education throughout the country. Another important question is the number and character of Public Examination during the course of such education. In view of the urgent need of developing scientific attitude of mind and because of the growing demand for scientific personnel, the question of study of Science at the Secondary stage has assumed great importance.

It is also imperative that the problem of multi-purpose schools and of different types of curricula to suit the different types of abilities and to meet the different types of social needs should be examined.

Another important question is the development of consciousness of social service through actual social work and through service.

There are many other important problems connected with the courses of study, methods of teaching, extra-curriculum activities, health, character etc. which will have to be seriously tackled.