Page 200 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes • Fourth Period: During this period a number of important reports were published. TheAbbot-
Wood Report of 1937 suggested a complete hierarchy imparting general education. A number
of polytechnics came into existence as a result of the recommendations of this Report.
The Sergeant Report of 1944 recommended :
(a) Six year duration for the high school course, and
(b) Three year degree course at the university stage. Thus it suggested the abolition of the
intermediate course by attaching the first year of this course to the intermediate course by
attaching the first year of this course to the school stage and absorbing its second year in
the degree course.
• Fifth Period : During this period, a number of official reports on education were published.
In 1952, the Mudaliar Commission which was exclusively concerned with secondary education
recommended three stage in Indian educational system, viz.
1. Primary stage of 4 to 5 years’ duration;
2. Middle (secondary) stage of 4 years’ duration; and
3. Higher secondary stage of 4 years’ duration.
• The National Curriculum Framework-2005 Aims of Education: The National Curriculum
Framework taking cues from ‘Learning without Burden’ (1993) and seeking guidance from
the Constitutional vision of India as a secular, egalitarian and pluralistic society, founded on
the values of social justice and equality, identifies certain broad aims of secondary education.
These include :
(i)independence of thought and action,
(ii)sensitivity to others’ well being and feelings,
(iii)learning to respond to new situations in a flexible and creative manner,
(iv)pre-disposition towards participation in democratic processes and the ability to work towards
and contribute to economic processes and social change.
• Providing broad guidelines for the development of curriculum, syllabus and textbooks;
assessment and evaluation and also for teacher education the National Curriculum
Framework-2005 in secondary education recommends the following shifts:
1. Change in the design of encyclopedic type of syllabi and textbooks and also a change in
social ethos, which places stress on learners.
2. (As per the document this will enable learners to find their voices, nurture their curiosity-
to do things, to ask questions and pursue investigations, to improve their ability to share
and integrate their experiences with school knowledge-rather than to reproduce textual
knowledge)
3. Bringing the arts, work, peace and health and physical education squarely into the domain
of the curricular, infusing them in all areas of learning while giving them an identity of
their own at relevant stages.
• Language Education: Language skills such as speech and listening, reading and writing –
cut across school subjects and disciplines.
• Mathematics: Teaching of Mathematics, it is proposed, should enhance the learner’s resources
to think and reason, visualise and handle abstractions, to formulate and solve problems.
• Science: Content, process and language of science teaching must be commensurate with the
learner’s age-range and cognitive reach. Science teaching should engage the learners in
acquiring methods and processes that will nurture their curiosity and creativity, particularly
in relation to the environment.
• Methods of Teaching: 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.

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