NEW ORGANISATIONAL PATTERN OF SECONDARY EDUCATION
I
SECONDARY EDUCATION In the description that we have given of the existing pattern of institution catering for the different age periods, it will be seen that there is considerable diversity in the different States. This is to be taken into consideration in planning the new organisational pattern of Secondary education. It is obvious that for an interim period, some provisional adjustments will have to be made so that the change-over from the existing to the new pattern may take place without serious dislocation.
Duration of Secondary Education We have to bear in mind the principle already noted that Secon- dary education is complete unit by itself and not merely a preparatory stage; that at the end of this period, the student should be in a position, if he wishes, to enter on the responsibilities of life and take up some useful vocation. The age at which the child is to begin his Secondary education and the age up to which it should be continued is, therefore, a matter of considerable importance. It is now generally recognised that the period of Secondary education covers the age group of about 11 to 17 years. Properly planned education, covering about 7 years, should enable the school to give a thorough training in the courses of study taken up by the student and also help him to attain a reasonable degree of maturity in knowledge, understanding and judgment which would stand him in good stead in later life. It has been repeatedly pointed out by all concerned with education that at present the standard attained by students who seek admission to the University and to other higher courses is low and that the average age of entrance is also low. A somewhat longer period of training, before entrance to the University, is likely to be useful both for those who want to pursue Higher education and for those who finish their education at this stage. Judging by the requirements of several of the diversified courses that we have in view, we feel that a somewhat longer period of training will be necessary if they have to be taught with thoroughness and efficiency. The various arguments that have been adduced in favour of this view have led us to the conclusion that it would be best to increase the Secondary stage of education by one year and to plan the courses for a period of four years, after the Middle or Senior Basic stage. At the same time, we realize that the total period of training required at present for Higher education cannot and should not be increased, because of the large financial implications for educational authorities as well as for
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CHAP. IV] NEW ORGANISATIONAL PATTERN OF SEC. EDN. 31
the students. We have, therefore, come to the conclusion-which also tallies with the view of the University Education Commission in this connection--that it is desirable to abolish the present Intermediate stage, to increase the period of Secondary education by one year and to plan a three-year degree course at the University stage.
There is one important point which needs to be clarified with reference to our recommendation that the period of Secondary education should cover the age-group of 11 to 17 We are fully aware that the scheme of Basic education which has been accepted by Government as the approved pattern at the stage of mass education, covers the age-group of 6-14. It may seem therefore that our scheme partly overlaps, or even interferes, with, the pattern of Basic education. It is, however, not really so. In the first place, the scope of Basic edu- cation as defined in the Report of the Zakir Husain Committee and subsequent Reports of the Central Advisory Board of Education, covers not only the stage of Primary education, as generally understood in India, but also a part of Secondary education. Thus the Senior Basic stage really falls within the age-group of Secondary education and we have included it there accordingly. In order to obviate any clash with the Basic school, we have recommended that the general lay-out and standard of syllabus in the Senior Basic, Middle and Lower Secondary schools should be largely similar. Secondly, in formulating- our recommendations in this behalf, we have had to take into consideration the fact that the number of full Basic schools in the country is still comparatively small and the very large majority of schools which cater for the age-group of 11 to 14 are ordinary Middle or Lower Secondary schools, which will take a long time to be converted into Senior Basic Schools. We have, therefore, to provide in our proposals for the improvement and reconstruction of these schools and classes also. Our proposals aim at bringing some of the important principles of Basic education into the educational life of all children of this age-group while the fully converted Basic schools will be free to follow their own lines of natural development.
Keeping this broad outline in view, we recommend the following new organisational structure for Secondary education after the 4 or 5 years of Primary or Junior Basic education :
(i) A Middle or Junior Secondary or Senior Basic stage which should cover a period of 3 years;
(ii) A Higher Secondary stage which should cover a period of four years.
It must, however, be clearly understood that, in the planning of the curricula at these three successive stages (including the Primary) there must be an organic continuity so that each stage will lead on to the next and there will be no abrupt break. Particular care will have to be taken to ensure that the education imparted during the first 8 years in the Primary (or Junior Basic) and the Middle (or Senior Basic) stage forms an integrated and complete whole, so that when
32 NEW ORGANISATIONAL PATTERN OF SEC. EDN. [CHAP. IV
free and compulsory education is extended up to the age of 14, as envisaged in the Constitution, it will constitute a uniform pattern of education.
Transitional Stage of Development The practical problem that we have to face in this connection is how these suggestions can best be implemented, with due regard to the existing structure of education in the country. We have already referred to the different types and grades of schools and colleges that are at present functioning in different States. While we expect that ultimately the duration of Secondary education will be uniform in all States, we realise that it is not possible to achieve this objective in the immediate future. The large majority of the existing High schools are unable at present to undertake the responsibility of offering an additional year's education to their pupils. In fact, in view of the overcrowding of the classes, the large number of sections allowed in each form and the lack of trained teachers, we realise that it would be unsound to expect many High schools to take on the additional year and convert themselves into the contemplated Higher Secondary schools. For some time, therefore, we have necessarily to envisage the likelihood of two types of schools-the existing High schools of the present kind and the Higher Secondary schools, which will provide an additional year's training and prepare the students for the Higher Secondary stage.
Future of Intermediate Colleges Turning to the Intermediate colleges, we feel that there should be a gradual change in their structure to fit in with the proposed scheme of Higher Secondary education of four years, followed by the degree course of three years. Some Intermediate colleges, which have also a High school under the same. management, may be in a position to convert themselves to Higher Secondary schools, eliminating the senior intermediate class. The conditions under which such a reorganization should be allowed will be dealt with later. Such of the Intermediate colleges, as have proper accommodation and equipment, can provide staff of the required qualifications and can command the necessary finances, may convert themselves into degree colleges of three years' duration, admitting students who have completed the Higher Secondary stage. In the case of colleges which provide a four-year course, two for the intermediate and two for the degree, we would recommend the organisation of a three-year degree course, with a pre-University course of one year for students who pass out of the High schools so that they may have a year's special training before they join the University. Thus it is obvious that, for several years to come. there will be simultaneously High schools from which students will take the Secondary School-Leaving Certificate and the Higher Secondary schools where they will take the Higher Secondary School-Leaving Certificate. Should any of the students who passes with the S.S.L.C. wish to follow the University course, he will have to spend
CHAP. IV] NEW ORGANISATIONAL PATTERN OF SEC. EDN. 33
one year in the pre-University course of study and thus qualify himself for entrance to the University. The object of this pre- University year is to prepare the student for the three-year degree course or for a professional course. The scheme of studies to be covered in this year will have to be planned, with due regard to the needs of the degree (or the professional) courses to be taken up by the students. Special emphasis will have to be laid during this year on three things-the study of English so long as it is the medium of instruction at the University training in the technique of independent study required at the University and giving students a broad general knowledge and understanding of contemporary social and political situation as well as the part played by modern science in it. In any case, we recommend that the scheme of studies for this year should be carefully formulated because we are convinced that if it is properly done, it can provide a use, ful and attractive preparatory training for Higher education and bridge the abrupt gulf which exists at present between the Secondary school and University.
We were told that, in some States where the Secondary course has been extended from 3 to 4 years and the Higher Secondary School Leaving Certificate examination has been instituted, students who have gone to the University have proved themselves distinctly superior to those who come from the high schools. It is not merely the additional year's training that is in their favour but the greater degree of intellectual maturity that they acquire during these four years compact Secondary education.
A Three-Year Degree Course The recommendation that the degree course should consist of three years has been reiterated by successive Commissions but it has not been implemented yet to any great extent. There are, however cogent reasons for this proposal. At present, both in the Junior In- termediate class and in the Junior B.A. class, much time,is lost in trying to adjust and re-orient the students to the new institution and the new courses taken up by them as well as to change in the methods of study. The abolition of a separate Intermediate stage and of the Intermediate examination and the institution of a three-year degree course would undoubtedly lead to a considerable saving of time and a better planning of educational programmes and activities during the three-year degree period. The intermediate examination is also a handicap because it breaks up the continuity of the college course and makes a proper planning for the degree course difficult. Thus the addition of one year to the Secondary school stage will add to efficiency of the training given there, and also improve educational efficiency at the University stage by providing a continuous and compact period of three year's education. We are strengthened in this recommendation by the bulk of evidence given by the University representatives.
We shall now deal with some of the steps that may have to be taken to establish the proposed pattern of Secondary education and
34 NEW ORGANISATIONAL PATTERN OF SEC. EDN (CHAP. IV
also indicate how the various types of colleges will fit into it. it is by no means our intention to encroach on the University's purview but it is necessary to give our views about the follow-up stage of education in the hope that the Universities which are the competent authorities in the matter, will give their consideration to our tentative proposals which, as we have already pointed out, are generally in consonance with the views of the University Commission.
High Schools and Higher Secondary Schools As already pointed out it will not be possible to convert all existing High schools into Higher Secondary schools in the near future. In the case of such schools, the problem would be to improve their efficiency within their present structure and the recommendations that we have made elsewhere to reconstruct the curriculum and methods of education will apply to them also. In other ways too, considerable improvements will be needed to make them more efficient and to enable them to be converted ultimately into Higher Secondary schools. These improvements should include the provisions of better qualified and more carefully selected personnel, better equipment, better laboratory and library facilities and better organization of co-curricular activities. In addition, the scheme of diversified courses of study, recommended by us elsewhere, should. also be introduced as far as possible.
A number of schools will, however, be in a position to add the additional year to their Course and convert themselves into Higher Secondary schools. If these schools are to develop into efficient institutions capable of achieving the objectives in view, it is necessary that their recognition should be governed by carefully defined and strict conditions, which must be fulfilled scrupulously before such recognition is given.
These conditions should prescribe special criteria for-
(1) Accommodation,
(2) Equipment,
(3) Qualifications of the staff,
(4) Salaries, grades, and
(5) Adequate finances to ensure that the institution will continue to function efficiently. Such assurance must be offered either by the management itself or be provided on the basis of help guaranteed by the State and Central Governments. Suggestions regarding the nature of these conditions have been given elsewhere.
Degree Colleges There are two varieties of such colleges. In some States these colleges offer a two-year degree course, in others a four-year course- two for the intermediate and two for the degree stage. In the case
CHAP. IV] NEW ORGANISATIONAL PATTERN OF SEC. EDN. 35
of two-year degree colleges, we recommend that they should add one year to the degree course and convert themselves into full three-year degree colleges, with necessary additions, by way-of staff and accom- modation. In the case of four-year degree colleges, we recommend that they should retain the first year as a pre-University year for those who have completed the High school stage and want to take up the degree course. The other three years will form the degree course proper. Thus the college will be able to cater for both types of students those who have passed from the High Schools and those who have passed from the Higher Secondary schools.
Professional Colleges At present the minimum qualification required for admission to the colleges of Engineering, Medicine, Agriculture, Veterinary Sciences, etc. is the Intermediate. There have been criticisms that students who passed the intermediate did not possess adequate knowledge of, and training in, the subjects needed for the various professional courses. To meet this criticism, it seems desirable that before taking up these courses one year of intensive study should be undertaken by all students in the pre-professional subjects concerned. The admission to these pre-professional courses should be open-
(a) to those who have completed their Higher Secondary course, and
(b) to those who have successfully completed their High school course and have, in addition, put in a year's course at the pre-University class.
In the case of those candidates who have taken diversified courses in the Higher Secondary schools, the question of the possibility of exempting them from some portion of their studies in the respective professional colleges in the light of their achievements in the schools may be considered by the authorities concerned.
We would prefer that the pre-professional courses should be offe- red in the professional colleges concerned, but if they are not in a position to start these courses, they may, during the transitional stage, be given in some of the degree colleges where necessary facilities are available.
Technical and Vocational Education We expect that at the successful conclusion of the Secondary course, a majority of students will take up some suitable vocational persuit and in due course achieve a reasonable degree of competence in it either through practice and experience or through apprenticeship training. But there would be many who would like, and would be in a position, to pursue higher studies. For such students, Polytechnics or Technological institutions should be available where technical courses covering two or more years would be provided. They should be
36 NEW ORGANISATIONAL PATTERN OF SEC. EDN. [CHAP. IV
eligible to take the Certificates or Diplomas awarded by the State or by the All India Council for Technical Education. Those who take the Higher Secondary Certificate with vocational subjects may be exempted from the first year of the course, while those who obtain the High Schools Certificate should be required to put in the full period of training. These courses of studies will have to be planned by the expert Boards of Studies set up by the States or by the All India Council for Technical Education.
Need for Diversification of Courses In view of the fact that education up to the age of 14 has been made free and compulsory under the Constitution, students with a very wide variety of talents will be seeking education in future. This postulates that our Secondary schools should no longer be "single- track" institutions but should offer a diversity of educational programmes calculated to meet varying aptitudes, interests and talents which come into prominence towards the end of the period of compulsory education. They should provide more comprehensive courses which will include both general and vocational subjects and pupils should have an opportunity to choose from them according to their needs. It is necessary to point out clearly that this diversification of courses and the introduction of many practical subjects at the Secondary stage does not mean that something called "general" or "cultural" education is to be provided for one group of students, while others are to be given a narrow "practical" or "vocational" or "technical" education. The whole modern approach to this question is based on the insight that the intellectual and cultural development of different individuals takes place best through a variety of media, that the book or the study of traditional academic subjects is not the only door to the education of the personality and that, in the case of many-perhaps a majority of the children, practical work intelligently organized can unlock their latent energies much more successfully than the traditional subjects which address themselves only to the mind or, worse still, the memory. If this principle is clearly understood by educationists, they will see to it that these various courses are- accorded priority of esteem and students are helped to select them with due regard to their natural interests and talents. In view of the fact that they have all to be trained in certain basic ideas, attitudes and appreciations, which are essential for playing the role of intelligent citizens in a democracy, there should be a certain common core of subjects of general value and utility which all students may study.. But the wise teacher should realize that the other special practical subjects can also contribute, provided they are rightly taught, to the all-round education of the students, making them productive, cooperative, well-balanced and useful members of society.