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The document summarizes the findings and recommendations of the Secondary Education Commission from 1952-1953 in India, also known as the Mudaliar Commission. The Commission aimed to develop a balanced education system that promotes national integration, character development, leadership skills, and vocational efficiency. It identified challenges around access, quality, equity, gender and socioeconomic disparities. The Commission recommended a 7-year secondary education program, use of regional languages as the medium of instruction, modernizing textbooks, introducing vocational courses, restructuring exams, and establishing a Board of Secondary Education. It helped lay the foundations for vocational education and guidance/counselling programs in Indian schools.
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Secondary Education Commission (Mudaliar commission) 1952-53
The Mudaliar Commission was established in 1952 to review secondary education in India. It recommended extending secondary education to 7 years, with the first 4-5 years consisting of primary education and the remaining years divided between lower and higher secondary education. It emphasized developing students' democratic citizenship, vocational skills, leadership abilities, and cultural heritage. The commission also suggested implementing a three language formula in schools, diversifying academic courses, improving teacher training, and incorporating guidance and counseling programs. However, it had some limitations such as not fully addressing students' emotional needs or developing strong language skills.
Leenuppt1
The document summarizes the findings and recommendations of the Secondary Education Commission from 1952-1953 in India, also known as the Mudaliar Commission. The Commission aimed to develop a balanced personality in students and foster qualities like leadership, discipline, and national integration. It identified challenges like access, quality, equity, and gender issues. The Commission recommended a 7-year secondary education system with regional language as the medium of instruction. It also suggested modernizing textbooks, introducing vocational courses, restructuring exams, and establishing a Board of Secondary Education. While it laid the foundation for vocational education and guidance counseling in schools, it was criticized for neglecting women's education and imposing an unrealistic three language formula.
Mudaliar commission
The Secondary Education Commission, also known as the Mudaliar Commission, was established in 1952 under the chairmanship of Dr. A. Lakshmanaswami Mudaliar. The commission's aims included developing democratic citizenship, vocational skills, and patriotism in students. It recommended organizing the curriculum into middle and higher secondary stages with core and specialized subjects. Other recommendations included improving teacher status, emphasizing activity-based learning, reducing exams, establishing technical schools, and providing equal education to boys and girls through co-education. The commission aimed to reform secondary education in India.
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The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, submitted recommendations to the Indian government on developing education at all levels. The commission's report emphasized linking education to national development, productivity, social/national integration, modernization, and democratic/spiritual values. It recommended major reforms to India's educational structure, including a 10-year period of general education, improved teacher training programs, and increased focus on science, vocational education, and adult literacy. While impactful, some of the commission's views on language instruction and the position of school heads generated controversy.
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Recommended
Secondary Education Commission (Mudaliar commission) 1952-53
The Mudaliar Commission was established in 1952 to review secondary education in India. It recommended extending secondary education to 7 years, with the first 4-5 years consisting of primary education and the remaining years divided between lower and higher secondary education. It emphasized developing students' democratic citizenship, vocational skills, leadership abilities, and cultural heritage. The commission also suggested implementing a three language formula in schools, diversifying academic courses, improving teacher training, and incorporating guidance and counseling programs. However, it had some limitations such as not fully addressing students' emotional needs or developing strong language skills.
Leenuppt1
The document summarizes the findings and recommendations of the Secondary Education Commission from 1952-1953 in India, also known as the Mudaliar Commission. The Commission aimed to develop a balanced personality in students and foster qualities like leadership, discipline, and national integration. It identified challenges like access, quality, equity, and gender issues. The Commission recommended a 7-year secondary education system with regional language as the medium of instruction. It also suggested modernizing textbooks, introducing vocational courses, restructuring exams, and establishing a Board of Secondary Education. While it laid the foundation for vocational education and guidance counseling in schools, it was criticized for neglecting women's education and imposing an unrealistic three language formula.
Mudaliar commission
The Secondary Education Commission, also known as the Mudaliar Commission, was established in 1952 under the chairmanship of Dr. A. Lakshmanaswami Mudaliar. The commission's aims included developing democratic citizenship, vocational skills, and patriotism in students. It recommended organizing the curriculum into middle and higher secondary stages with core and specialized subjects. Other recommendations included improving teacher status, emphasizing activity-based learning, reducing exams, establishing technical schools, and providing equal education to boys and girls through co-education. The commission aimed to reform secondary education in India.
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The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, submitted recommendations to the Indian government on developing education at all levels. The commission's report emphasized linking education to national development, productivity, social/national integration, modernization, and democratic/spiritual values. It recommended major reforms to India's educational structure, including a 10-year period of general education, improved teacher training programs, and increased focus on science, vocational education, and adult literacy. While impactful, some of the commission's views on language instruction and the position of school heads generated controversy.
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The Mudaliar Commission of 1952-53 made recommendations to reform secondary education in India. It found that secondary education was the weakest link and needed urgent reform. The commission recommended developing students' national outlook, technical/vocational skills, and personality. It proposed a new organizational structure with 5 years of basic education, 3 years of lower secondary, 3 years of higher secondary, and pre-university courses. The commission also recommended improvements to curriculum, teaching methods, evaluation systems, and school administration.
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University Education Commission (Radhakrishnan Commission)-1948 1949
University Education Commission (Radhakrishnan Commission)-1948 1949.
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- Since then, India has focused on improving literacy, expanding access to education at all levels, and developing vocational and technical education to meet the needs of an independent nation. National policies and initiatives like the Kothari Commission and Sarva Shiksha Abhiyan have guided education reforms. [3]
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sargent report
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Leenuppt1
- 2. Secondary Education Commission (Mudaliar Commission) • 1952 September 23 • Chairman of the committee – Dr. A. Lexmanswamy Mudaliar • Secretary of the committee – A. N. Basu
- 3. Aims of Secondary Education commission • To develop balanced personality. • To inculcate democratic citizenship. • To promote the spirit of nationality and national integration. • Formation of character and development of ethical qualities. • To inculcate quality of leadership. • To cultivate discipline, cooperation, social sensitiveness and tolerance. • To develop vocational efficiency.
- 5. Importance Of Secondary Education Secondary Education: Develops faculties of critical thinking, abstraction, insight, skills and competence at a higher level Foundation for higher education Requirement for employment and labour market quality Critical to social and economic development and growth Rates of return on secondary education are high Rising demand from elementary leavers International competitiveness Gender equity
- 6. Characteristics of Secondary Education Commission 1. The duration should be 7 years (Children between 11 to 17) It should begin after 5 years of primary education. 2 The mother tongue or regional language should be the medium of instruction through out secondary stage. 3 English or Hindi should be introduced at the end of junior basic stage. 4 All the middle school stage, the curriculum should include Languages, Social Studies, General Science, Mathematics. Arts and Music, Craft and Physical Education.
- 7. 5. The existing text books should be modernized. Frequent changes in text books should be encourages. 6. Steps should be taken to open multipurpose schools to provide vocational courses according to natural aptitude and inclinations of the learner and also the occupational needs of the community. 7. The teaching should be made more purposeful and realistic by reducing verbalism. 8. The existing examination system should be restructured. The number of external examinations should be reduced. More objective type questions should be included to eliminate the element of subjectivity.
- 8. 9. The service of trained Guidance Officers and Career Masters should be made available gradually in all school. 10. There should be uniform system for the selection and appointment of teachers. 11. There should be a Board of Secondary Education consisting of not more than 25 members with Director of Education as its Chairman to deal with all matters of education at the secondary stage and to lay down general policies.
- 9. 1. It laid foundation for the process of vocationalisation of education in India. 2. The guidance and counseling programme in schools, recommended by the commission. 3. It caused radical changes in teaching learning activity. 4. It give practical suggestions for the overhauling of examination system, made it more inclusive and genuine. Merits of Secondary Commission
- 10. Demerits Secondary Commission 1. The commission’s suggestion’s regarding the high power committee for selecting text books was ridiculous and unrealistic. 2. It neglected the area of women’s education. 3. The three language formula was a burden on the students.
- 11. Curriculum Beyond Reforms in Secondary EducationExamination Teachers Infrastructure MethodologyDrop outs Improving in Empowerment Quality •ICT/Technology Quality Secondary Education Transaction
- 12. ICT in Schools Integrated Education for the Disabled Children “SUCCESS” – Universalisation of Access to Secondary Education Means-cum-Merit Scholarship Incentive for Girls Girls’ Hostel Vocationalisation of Secondary Education To universalize secondary education (class IX and X) during the 12th Five Educational importance
- 13. Thank You