Secondary Education Commission (Mudaliar commission) 1952-53 By Dr. Jayalakshmi Ramakrishnan

1. Secondary Education Commission
Mudaliar Commission
1952-53
Dr. A. Lakshmanaswami Mudaliar
Dr. Jayalakshmi Ramakrishnan
School Of Education
Avinashilingam Institute for Home
Science and Higher Education for
Women , Coimbatore.
drjayavinod@gmail.com
1Dr. Jayalakshmi Ramakrishnan

2.  The Government of India set up, the Secondary
Education Commission by Resolution dated
23rd September, 1952
 Under the Chairmanship of
Dr. A. Lakshmanaswami Mudaliar, the Vice-
Chancellor of the Madras University. Therefore
this commission is also known as Mudaliar
Commission.
 The Commission was inaugurated on 6th
October, 1952.
2Dr. Jayalakshmi Ramakrishnan

3. Aims of Secondary Education
 Development of democratic
citizenship
 Improvement of Vocational
efficiency
 Education for leadership
 Development of personality
 Preservation and enrichment of
cultural heritage
3Dr. Jayalakshmi Ramakrishnan

4. Duration of Secondary Education
 The duration of secondary education should be
7 years.
 It should cover the age of group of11-17.
 4 or 5 years of primary or junior basic
education.
 The middle or senior basic or lower secondary
stage should cover a period of 3 years.
 The education at higher stage should be of 4
years. 4Dr. Jayalakshmi Ramakrishnan

5. Three Language Formula
 Mother tongue as the medium of instruction
throughout the secondary stage.
 English and Hindi should be introduced at the
end of junior basic stage.
 English and Hindi were recommended as
compulsory subjects at the secondary stage.
5Dr. Jayalakshmi Ramakrishnan

6. Diversification of
Courses
 Languages, General Mathematics, General Science,
Social Studies and Craft as core subjects of study
 Optional subjects from 11th Humanities, Sciences,
Technical, Commercial, Agriculture, Fine Arts,
Home Science.
 Diversified courses at the second year of high school
stage.
6Dr. Jayalakshmi Ramakrishnan

7. Curriculum
 The present curriculum is narrow.
 It is bookish and theoretical.
 It is overcrowded and examination
dominated,
 It should follow Principles of
 totality of experience
 variety and elasticity
 relating to community
 training for leisure 7

8. Multi-purpose schools
 To provide terminal courses in technology,
commerce, agriculture, fine arts and home
sciences.
 To direct students into different walks of life at
the end of the secondary course and this will
reduce the pressure upon university entrance.
8Dr. Jayalakshmi Ramakrishnan

9. Teaching Staff
 Enhance academic and professional qualifications.
 Improving Pre-service and in-service training.
 Attractive salary
 Pension benefits, PF, etc
Teaching Methods
 Activity method,
 project method,
 problem solving method
9Dr. Jayalakshmi Ramakrishnan

10. Guidance and Counselling
 Trained guidance officers and
career masters.
Examination Reform
 More credits should be given
for internal tests.
 Final evaluation should be
based on internal and external
assessment. 10Dr. Jayalakshmi Ramakrishnan

11. Other Recommendations
 Education for character training
 Expansion of libraries and laboratories
 Introduction of A V aids
 Transfer and control of SSLC examination to
the boards of secondary education
11Dr. Jayalakshmi Ramakrishnan

12. Highlights
 Development of leadership qualities.
 It has recommended the principles of curriculum
construction. The principles are - totality of experience,
variety and elasticity, relation to community life, training
for leisure and correlation of the subjects.
 Suggested a scheme of curriculum for middle schools and
high and higher secondary schools.
 Opening of Multi-purpose schools
 Improvement of teacher status and service conditions.
 Sound examination system and evaluation
12Dr. Jayalakshmi Ramakrishnan

13. Limitations
 Fails to appreciate students emotions.
 Not good enough in solving psychological or
educational problems.
 Fails to develop essential language competency
(generate meaning sentences).
 Fails to appreciate the artistic endeavour, nor
can it refine learners perception of those
around him and provide experiences leading to
value orientation.
13Dr. Jayalakshmi Ramakrishnan

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