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Development of Education System

Notes the text to learn from other curricular sites and relate knowledge with one’s own context.
Therefore, there is a need to find out from the system whether teachers understand the
emerging approach and whether there is correspondence between the approach and the way
teachers transact these textbooks at the secondary level. Moreover, these states/UTs also
need to review the need of state-specific educational needs of learners at various stages and
also the need to bring out curriculum guidelines or new set of syllabi and textbooks to fill up
gaps between the state-specific needs and syllabi and textbooks developed at the national
level.
Self Assessment
1. Multiple choice questions:
(i) The largest increase in the number of private and unaided schools was noted in .....................
is second period of secondary education.
(a) Bengal (b) Chennai (c) Delhi (d) Ajmer
(ii) According to Mudaliar Commission which wa exclusively concerned with secondary
education recommended ........................ stages in India education system.
(a) 2 (b) 3 (c) 4 (d) 5
(iii) According to National curriculum framework-2005 there are ................... other curricular
areas except core toward, which academic subjects attention should be given.
(a) 1 (b) 2 (c) 3 (d) 4
(iv) ......................... is not the year in which any national curriculum framework has been
prepared.
(a) 1988 (b) 2000 (c) 2005 (d) 2012
21.4 Methods of Teaching in Secondary Education

Curricular structure and course offerings are the necessary condition for quality secondary
education. Instructional processes provide the sufficient condition for quality secondary education.
Contemporary instructional processes and practices are characterised largely by lectures where
students are passive listeners. Such instructional processes contribute at best to lower order
cognition, memorization and fragile learning; together, they make a grand nexus for large-scale
failing in examination. Students lack problem-solving ability, higher order thinking and cognition,
and creativity. Most importantly, they miss out on ‘learning to know’ or learning to learn. If the
new generation secondary education sets its targets for students to be able to think critically, solve
problems individually and collectively, be creative, instructional processes must undergo a
paradigm shift. Instructional processes must bring students at the centre of stage where they
primarily learn to learn through peer interaction, problem-solving, experiential learning, etc. In
this new instructional scenario, teachers will be facilitators of learning. Research as a tool for
learning is quite common all over the world; introduced even at the pre-primary stage. Indeed, by
the time students are in the 9th and 10th standards they should become researchers to be able to
crack problems, contemplate solutions, explore and experiments alternative and creative ways of
problem-solving. In other words, instructional processes must be constructivist in its approach.
Through constructivism, students will learn to construct their learning according to their own
worldview that unfolds over the years of schooling. It is this learning to construct learning that
will hold them in stead into the adult life at work and later.
Information and Communication Technology

Experience is said to be a great teacher. This experience may be gained by the learner through
direct and indirect means. Direct access to the source for gaining first-hand experience is neither
always possible nor desirable. Consequently, most of our learning is based on second-hand
experience in the form of information received by us about the object, places, persons, ideas or
event. This information provides a base for our knowledge and understanding about them and
the environment surrounding them. For this purpose, the learner must be able to learn the art of

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