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Secondary Education Commision 1952-53

The Mudaliar Commission was appointed in 1952 to review and improve India's secondary education system after independence. It recommended an 8+3+3 structure with 8 years of middle school, 3 years of higher secondary, and 3 years of degree education. It emphasized vocational training and teaching in regional languages. It also recommended diversifying the curriculum, improving teaching methods, reducing the focus on examinations, and increasing co-curricular activities. Many of the Commission's recommendations were implemented and helped establish a stable education system, though it was later criticized for being too examination-focused and bookish.

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Aaditya Narayan Pathak
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6K views19 pages

Secondary Education Commision 1952-53

The Mudaliar Commission was appointed in 1952 to review and improve India's secondary education system after independence. It recommended an 8+3+3 structure with 8 years of middle school, 3 years of higher secondary, and 3 years of degree education. It emphasized vocational training and teaching in regional languages. It also recommended diversifying the curriculum, improving teaching methods, reducing the focus on examinations, and increasing co-curricular activities. Many of the Commission's recommendations were implemented and helped establish a stable education system, though it was later criticized for being too examination-focused and bookish.

Uploaded by

Aaditya Narayan Pathak
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SECONDARY EDUCATION

COMMISSION 1952-53

Presented By - AADITYA NARAYAN PATHAK


Section A
20046
Introduction

 Secondary Education plays important role in


individual development leading to National growth.
 Intermediate between School and University so
prepares and motivates students for further
education.
 To improve this important stage there were certain
measures to be taken, understanding the vitality of
secondary education.
 India got independence a few years ago and it was
crucial time for national growth.
Problems in Education
 Regionalism, Communalism, Provincialism.
 Bookish.
 No diversified curriculum.
 Creates misfits in society.
 Poor discipline.
 Limited co-curricular Activities.
 Student-teacher relationship.
 Unscientific Evaluation
Mudaliar Commission
 There was need to review, reorganise and
improve education system.
 Recommended by Tara Chand Committee and
Central Advisory Board of Education.
 Appointed on Sept. 23, 1952.
 Chairman Dr. Lakshman Swami Mudaliar, VC
of Madras University.
 Committee Members were J.Christi, K.R
Williams, K. L. Srhimali, M.T. Vyas, Anath
Bose, J. Taraporevala, Hansa Mehta, K.
Saiyidain.
Reports of Mudaliar Commission
 Reports were published in June 1953.
 Presenting recommendations on all aspects of secondary
education.
 Recommendations were integrated with the next five year
plan.
 And started implementing with it.
OBJECTIVES and Aims of Education

 Democratic Citizens.
 Vocational Training.
 Capacity to earn.
 Personality Development.
 Leadership.
 Thought of global citizen.
 Health and physical education.
RECOMMENDATIONS
Structure of Education

 Intermediate stage was replaced by Higher


Secondary stage.
 Education system followed 8+3+3 approach.
 First 8 years of middle school education.
 3 years of higher education.
 3 year of degree.
Organisation of curriculum
 Middle school (Lower Secondary)
stage, the curriculum should include (i)
Languages; (ii) Social Studies; (iii)
General Science; (iv) Mathematics; (v)
Art and Music; (vi) Craft; and (vii)
Physical Education.

 High school or Higher Secondary


stage, diversified courses of instruction
should be provided for the students.
 Core subjects should be common to all students whatever the diversified
courses of study that they may take; these should consist of (i) Languages (ii)
General Science (iii) Social Studies, and (iv) A Craft, (v) Elementary Mathematics.

 Higher subjects of study should include the following seven groups; (i)
Humanities (ii) Sciences (iii) Technical Subjects (iv) Commercial Subjects (v)
Agricultural Subjects (vi) Fine Arts, and (vii) Home Sciences.
Development of curriculum
 Experience based.
 Vocational Training.
 Community Centered.
 Variety of Subjects.
 Leisure activities like
sports, social etc.
The Medium of Instruction and languages

 The medium of instruction should be mother tongue or regional


languages.
 National language and a foreign language should also be taught.
 Hindi has been taken as the national language, for government
services Hindi is compulsory.
 English is compulsory for secondary level.
 Sanskrit is also included as a third language which is optional.
Improvement of Textbooks
 There should be a committee for selection and reforms.
 Setting up libraries by state or center govts.
 There should be more than one textbooks for a subject.
 There should be no such book which spread hatred, enmity against community,
religion or social customs.
 No frequent changes in books.
Improvements in Teaching

 Trained teachers.
 Practical knowledge.
 Co-curricular activities.
 Inculcation of desired values.
 Attachment with work.
 Clear expression.
 Individual centered approach.
Improving Examination
 Weightage to co-curricular activities.
 Minimised subjectivity.
 Reducing external examination.
 Compartmental examination.
 Certificates with achievements etc.
Other major Recommendations

 Vocationalisation.
 Technical education.
 Visual Aids.
 Counselling.
 Experimentally.
 Supervision and Inspection.
 Co-curricular activities.
Pros

 Gave a direction to Indian Education system


post independence.
 Broadly Implemented.
 Empasised skilled and ideal citizens.
 Teachers training was emphasised.
 Stable Education system.
Cons

 Examination driven.
 Lacking practicality.
 Bookish.
 Not getting updated with advancement of
science.
 Some courses were irrelevent.

These limitations were declared by Kothari


Commision in 1966
THANK YOU!

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