Introduction to Secondary education

Introduction to Secondary education

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  K.SATHISHKUMNAR ALAGAPPAUNIVERSITY KARAIKUDI
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  SECONDARY EDUCATION: A secondaryeducation is considered the education to be imparted after the elementary education (Class VIII). The classes IX and X is considered as Secondary Education. The Students studying in Class IX shall be termed as ‘Primers’ while those at class X shall be termed as ‘sophomores’
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  • Secondary educationcovers children aged 12 to 18, a group comprising 8.85 crore children according to the 2001 Census of India. • The final two years of secondary is often called Higher Secondary (HS), Senior Secondary, or simply the "+2" stage. • The two halves of secondary education are each an important stage for which a pass certificate is needed, and thus are affiliated by central boards of education under HRD ministry, before one can pursue higher education, including college or professional courses.
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  ORIGIN AND AIMS Thesecondary education commission also known as Mudaliar commission, headed by Dr. A. Lakshmanaswami Mudaliar, then Vice Chancellor of Madras University submitted a number of recommendations with regard to reorganization of secondary education in India.
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  The commission examinedmany educational issues such as; • The needs and aspirations of our democratic country. • Objectives of education to fulfill these needs • Reorganization of educational pattern to realize these objectives • Need for guidance and counseling in high schools • Teacher-training programmes and raising the status of teachers
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  Nature, Scope ofsecondary education: According to the International Encyclopedia of Teaching and Teacher education (1987),  Teacher education can be considered in three phases : Pre-service, Induction and In-service. The three phases are considered as parts of a continuous process.  Teaching is considered an art and a science, the teacher has to acquire not only knowledge, but also skills that are called tricks of the trade.  Teacher education is broad and comprehensive.  Besides preservice and in-service programmes for teachers, it is meant to be involved in various community programmes and extension activities, adult education and non-formal education programmes, literacy and development activities of the society.
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  FUNCTION OF SECONDARY EDUCATION •To conduct High School Certificate Examinations and examinations of other courses prescribed by the Board. • To prepare courses of studies, text books, teaching materials etc. • To publish and distribute/sell text books, syllabuses, lesson notes, work books and other related materials. • To issue certificates of the examinations conducted by the Board and equivalence certificate to the examinations of other State Boards. • Programmes, Refresher Courses and other academic programmes.
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  • To recognizethe secondary schools for the examinations of the Board. • To make regulations for undertaking different functions of the Board. • To take care of Secondary Education through Orientation
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  Aims and Objectivesof Secondary Education: • The adoption of the goals of democracy and socialism necessitating the development among the people of a broad, national and secular outlook; • (2) The extreme poverty of the country and urgency for promoting its economic growth; and • (3) The absence of educational facilities needed for developing all aspects of the human personality and the neglect of cultural pursuits and activities.
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  COMMITTEES AND COMMISSIONSON INDIAN EDUCATION • (i) The capacity for clear thinking (allied to which is the capacity for clearness in speech and writing); • (ii) The scientific attitude of mind; • (iii) A receptivity to new ideas; • (iv) A respect for the dignity and worth of ever individual; • (v) The ability to live harmoniously with one's fellowmen through the cultivation of discipline, cooperation, social sensitiveness and tolerance; and • (vi) A sense of true patriotism
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  REORGANIZATION OF THE EDUCATIONALPATTERN: • The secondary Education should start after 4 to 5 years of primary education. • Most of the high schools should be multi- purposes schools and the students should be encouraged to join professional and technical courses. • Public schools should continue • State government should open some residential schools in the rural areas. • Director of Public Instructions should be the chairman of the Board of Secondary Education.
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  STUDY OF LANGUAGE: •Mother Tongue or the Regional language. One more language should be chosen from among the following –Hindi –Elementary English –Advanced English –Modern Indian Language {other than Hindi} –Classical Language.
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  CURRICULUM: MIDDLE SCHOOL LEVEL. •Students learnt at the primary level of education should be studied in depth and breadth at secondary education level. • Three languages • Mathematics • General Science • Social Studies • Arts and music • Craft and physical Education. • Moral education should be made compulsory for all students
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  CURRICULUM: HIGH SCHOOLLEVEL • Opportunities should be provided for the pupils to study diversified courses at the high or higher secondary levels. • However all students should be taught a language general science, social studies and craft as core subject. • The secondary stage , the students should be allowed to study a subject of their choice from any one of the Diversified group as Science, Arts Group, Fine Arts Group, Commerce Group, Engineering Group and Home Science Group.
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  METHODS OF TEACHING •Inculcation of values, attitudes and work habits:. • Activity and project methods • Emphasis on clear thinking and expression • Training pupils in techniques of study • Instruction to suit different student abilities • Group projects and activities
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  MORAL AND RELIGIOUS INSTRUCTION: Religiousinstruction may be given in schools only on a voluntary basis and outside the regular school hours, such instruction being confined to the children of the particular faith concerned and given with the consent of the parents and the managements
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  TEXTBOOKS • High-power textbookcommittee for quality text-books • With a view to improving the quality of textbooks prescribed, a high-power Textbook Committee should be constituted which should consist of a high dignitary.
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  Recommendations of theSecondary Education Commission on School Buildings and Equipment • 1. Secondary schools should be established in rural areas in central places with sufficient population which are easily accessible to the surrounding villages. • 2. Schools in urban areas should, as far as possible, be so located that they are free from the noise and congestion of the city and necessary transport facilities should be made available for students. • 3. The open spaces available in cities must be conserved to be utilized as playgrounds by groups of schools and the State and Central Governments should prevent, through legislation, encroachment on them for industrial or commercial purposes or by housing societies.
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  • 4. Normally,in designing buildings for schools, care should be taken to see that an area of not less than 10 sq. ft. is provided per student in the classrooms. • 5. The optimum number of boys to be admitted to any class should be 30 and the maximum should not exceed 40 in any case. The optimum number in the whole school should be 500, while the maximum should not exceed 750. • 6. The schools constructed in future should provide facilities for the introduction of diversified courses. • 7. In the type design of schools as well as the furniture, etc., research should be carried on to improve functional efficiency and to adjust them to Indian conditions.