November 10, 2023

1. What is Secondary Education?

Ans: Secondary Education is an important stage in the education system that serves as a bridge between primary and higher education, focussing on the overall development of adolescents for their life.

2. Write any five defects of secondary education system of India as pointed out by ‘Secondary Education Commission’.

Ans: The five defects of secondary education system of India as pointed out by ‘Secondary Education Commission’ are:

(i) Narrow and one sided:

Secondary education often neglected the holistic development of student’s personality.

(ii) Not related to life:

The Curriculum focused heavily on theory and lacked practical relevance to everyday life.

(iii) Language problem:

The use of English as both the medium of instruction and a compulsory subject created learning difficulties for many students.

(iv) Poor teaching methods:

Traditional teaching approaches failed to encourage independent and critical thinking.

(v) Large class size:

Overcrowded classrooms reduced effective interaction between teachers and students.

3. Describe the aims of secondary education as suggested by the Mudaliar Commission or Secondary Education Commission.

Ans: Secondary education plays a crucial role in shaping the future of students. It not only prepares them for higher studies but also develops their personality, skills, and social values. The major aims of secondary education are as follows:

(i) Development of democratic citizenship:

One of the keys aims of secondary education is to prepare students to become responsible citizens of a democratic society. It encourages values such as discipline, tolerance, cooperation, equality, and patriotism. Through these values, students learn to respect others and actively participate in society.

(ii) Improvement of vocational skills:

At this stage, students are encouraged to learn practical and job-oriented skills. Education includes areas like-agriculture, technical training, and commerce, etc. This helps students become self-reliant and productive members of society.

(iii) Development of personality:

Another aim of education is the overall development of the student’s personality. Education at this stage nurtures creativity, confidence, and positive thinking. It also helps students develop good interests and values, along with respect for their cultural heritage.

(iv) Training for leadership:

Secondary education also focusses on developing leadership qualities among students. It prepares them to take initiative, make decisions, and guide others in different areas of life such as social, cultural, and professional fields.

(v) Character building:

Secondary education aims at the holistic development of an individual’s personality. It helps in shaping behaviour, strengthening character, and enriching knowledge in various aspects of human development.

4. Mention two measures as suggested by Mudaliar Commission to develop leadership qualities among students.

Ans: The two measures as suggested by Mudaliar Commission to develop leadership qualities among students are:

(i) Organization of varied co-curricular programmes to provide students with opportunities for initiative, teamwork, and leadership practice.

(ii) Introduction of student self-governance mechanisms within schools to cultivate responsibility, decision-making ability, and democratic leadership.

5. Describe the suggestions given by Mudaliar Commission for improvement of vocational efficiency among students.

Ans: The suggestions given by Mudaliar Commission for improvement of vocational efficiency among students are mentioned below:

(i) Introduction of diversified courses:

Secondary education should include varied courses to meet the different interest, abilities, and vocational needs of students.

(ii) Provision of vocational education:

Vocational and technical subjects should be introduced to prepare students for different occupations.

(iii) Development of practical skills:

Education should emphasize practical work and craft-based learning for skill development.

(iv) Guidance and counselling services:

Schools should provide vocational guidance to help students choose suitable careers.

(v) Establishment of multipurpose schools:

Multipurpose schools should be set up to offer different vocational and academic streams.

6. Write two suggestions given by ‘Secondary Education Commission’ for development of personality of the students.

Ans: The two suggestions given by ‘Secondary Education Commission’ for development of personality of the students are:

(i) Education should cultivate social and moral qualities such as cooperation, discipline, humility, kindness, and a sense of brotherhood among students.

(ii) The curriculum should include subjects and activities like science, literature, fine arts, humanities, music, and dance to promote the all-round development of personality.

7. What is the Mudaliar Commission?

Ans: The secondary education commission (1952-53) is popularly known as the Mudaliar Commission. It was appointed by the Government of India in 1952 under the chairmanship of A. Lakshman Swami Mudaliar to examine the problems of secondary education in India and suggest measures for its improvement.

Point to be Remember

• Formed: 23^rd September, 1952
• Chairman: Dr. Laksman Swami Mudaliar (Vice-Chancellor of Madras University.
• Secretary: A.N. Basu
• Stage: Adolescence
• The Secondary Education Commission recommended a seven-year secondary education course after four- or five-years primary education.
• Primary /Junior Basic stage- 4 or 5 years.
• 7 years of secondary education, often divided into:

          (i) 3 years lower/junior secondary

         (ii) 4 years higher secondary.

Kothari Commission 1954-66

8. Discuss the suggestions of Kothari Commission regarding aims of Secondary Education.

Ans: The Kothari commission laid down important aims of education to meet the needs of national development and social progress. These aims are explained below:

(i) Education and Productivity:

Education should be closely linked with productivity. It must develop practical skills, vocational efficiency, and a scientific attitude among learners. This will help individuals become self-reliant and contributes to the economic growth of the nation.

(ii) Social and National Integration:

One of the major aims of education is to promote unity and harmony among people. Education should reduce social inequalities and foster a sense of national identity, cooperation, and mutual respect among citizens.

(iii) Education and Modernization:

Education should act as a tool for modernization by encouraging scientific thinking, rationality., and openness to new ideas. It prepares individuals to adapt to technological advancements and supports the overall progress of society.

(iv) Social, moral and spiritual values:

Education should help in the development of character by inculcating moral, social, and spiritual values. Qualities like honesty, discipline, tolerance, and compassion should be nurtured to build responsible and ethical citizens.

Conclusion:

Thus, the Kothari Commission emphasized that education should not only impart knowledge but also promote productivity, unity, modernization, and value-based development for building a strong nation.

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9. Write two suggestions of Kothari Commission regarding education and Productivity.

Ans: The two suggestions of the Kothari Commission regarding education and productivity are as follows:

(i) Development of vocational and practical skills:

Education should include vocational training and work experience so that students become skilled and self-reliant.

(ii) Promotion of scientific and technical education:

Education should develop scientific knowledge and attitude to increase productivity and support economic growth.

10. Write three suggestions of Kothari Commission regarding education and Modernization.

Ans: The three suggestions of the Kothari Commission regarding education and modernization are as follows:

(i) Development of scientific attitude and new knowledge:

Education should promote a scientific outlook, rational thinking, and openness to new ideas so that students can adapt to modern changes.

(ii) Updating and reforming the education system:

Curriculum, teaching methods, and teacher training should be modernized and improved to meet the needs of a changing society.

(iii) Expansion of secondary and higher education:

Education should be expanded rapidly at secondary and higher levels to meet the needs of a modern, developing society and to produced skilled and knowledgeable manpower.

11. Write briefly the suggestions given by Kothari Commission regarding structure of secondary education.

Ans: The Kothari Commission (1964-66) recommended important reforms regarding the structure, duration, and quality of education in India. The Commission aimed to create a balanced and uniform educational system for national development.

Main Recommendations on Structure and Standard of Education:

The following points are discussed below:

(i) Division of Educational Stages:

The Commission suggested dividing education into different stages with proper interrelationships among them. The stages included pre-primary education, primary education, secondary education, higher secondary education and higher education.

(ii) Duration of Education or Structure of secondary education

 The Commission recommended a proper duration for each educational stage such as:

(a) Pre-primary education:

One to three (1 – 3) years of pre-school education were recommended.

(b) General School Education:

Ten years of general education were suggested. It includes-

• Lower primary stage (4 – 5 years)
• Higer primary stage (2 or 3 years)
• Lower secondary stage 3 or 2 years)

(c) Higher secondary Stage:

Higher secondary stage divided into categories:

• Two years of higher secondary education were recommended.
• Vocational courses of one to three years were also suggested.

(d) Higher Education:

The higher education stage also divided two ways:

• A university degree course of three years or more was recommended.
• Research and postgraduate studies were also encouraged.

(iii) Improvement of Educational Standards:

The Commission emphasized improving quality of teachers, curriculum, teaching methods, evaluation system, educational equipment, and infrastructure.

(iv) Proper Utilisation of Resources:

Available educational resources should be used properly and efficiently for better educational development.

Recommendations Regarding Secondary Education:

The following points show the recommendations of Kothar Commission:

• Secondary schools should be of two types:

1. High schools (10 years)
2. Higher secondary schools (11 – 12 years)

• Admission age to class-1 should not be below 6 years.
• The first public examination should be held after 10 years of schooling.
• Classes XI and XII should provide specialized education in different subjects.
• Pre-university courses should be shifted from university to higher secondary schools.

Conclusion:

The Kothari Commission played an important role in reorganizing the educational structure of India. Its recommendations aimed at improving educational quality, vocational efficiency, and national development through a uniform and modern system of education.

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12. What do you mean by vocationalization of secondary education?

or

Explain the opinion of the Indian Education Commission, 1964-66 on vocationalization of secondary education.

Ans: Vocationalization of secondary education means making education practical and job-oriented by including vocational (skill-based) subjects along with academic studies at the school level. It aims to prepare students for specific occupations or careers rather than focusing only on theoretical knowledge.

    According to the Kothari Commission, education should be closely linked with productive work and gainful environment. At the secondary stage, diversified vocational courses- such as agriculture, industry, trade, and technical education should be introduced to provide students with multiple career pathways.

   This approach not only enhances employability but also contributes to the reduction of unemployment by developing a skilled workforce.

    Furthermore, it promotes self-reliance, fosters respect for the dignity of labour, and supports the overall economic and social development of the nation.

13. Mention two important impact of Kothari Commission on the secondary Education of Assam.

Ans: The two important impacts of the Kothari Commission on the secondary Education of Assam are as follows:

(i) Introduction of the Higher Secondary Pattern:

The commissions of the Kothari Commission helped Assam to reorganize secondary education by introducing the Higher Secondary system and improving the educational structure.

(ii) Emphasis on Vocational Education:

The commission emphasized vocational and practical education at the secondary stage. As a result, vocational subjects and skill-based education gradually received importance in secondary schools of Assam.

14. Analyse the 10+2+3 structure of education recommended by the Kothari Commission.

Ans: The Kothari Commission recommended the 10+2+3 structure to create a uniform and systematic educational pattern in India. This was later accepted by the Government of India and became an important part of the Indian education system

Meaning of 10+2+3 Structure:

The structure is divided into three stages:

(i) Ten Years of School Education:

This stage includes primary education, upper primary education, and secondary education. It provides general education and basic knowledge to students.

(ii) Two Years of Higher Secondary Education:

This stage includes classes XI and XII. At this level, students choose different streams such as Arts, Science, or Commerce, vocational and specialized education are introduced, students prepare for higher education or employment.

(iii) Three Years of Degree Education:

After higher secondary education, students enter colleges or universities for a three-year degree course. This stage helps to gain advanced knowledge, develop professional skills, and prepare for careers and research.

15. Describe the importance of the 10+2+3 educational structure.

Ans: The importance of the 10+2+3 educational structure is as follows:

(i) Uniform Educational Pattern:

It created a common educational structure throughout the country.

(ii) Better Educational Planning:

The structure made educational administration and curriculum planning easier.

(iii) Vocationalization of Education:

Vocational subjects were introduced at the higher secondary stage to make practical and job-oriented.

(iv) Preparation for Higher Education:

The system properly prepared students for university education and professional course.

(v) Improvement of Educational Standards:

It helped improve the quality and organization of education in India.

16. What do you understand by ‘work experience’?

Ans: Work experience refers to practical and productive activities performed by students as a part of education. It helps students gain knowledge, skills, and experience through real work situations. Work experience develops dignity of labour, self-reliance, practical ability, and vocational efficiency among learners.

           According to the Kothari Commission, work experience should be included in education to make learning practical, scientific, and socially useful.

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Point to be Remember

• “The Kothari Commission is also known as the National Education Commission or simply the Education Commission”.
• “The Kothari Commission accepted many recommendations based on the Sri Prakasa Committee”.
• D. S. Kothari (Daulat Singh Kothari) was the chairman of the National Education Commission.
• P. Naik (Jayant Pandurang Naik) was the Member-Secretary of the Kothari Commission.
• Formed: 14^th July 1964
• Submitted report: 29^th June 1966
• Total Members: 17
• The report of the commission was divided into 4 sections.
• The Kothari Commission accepted the recommendations of the Sri-Prakasa Committee.
• The Kothari Commission recommended the inclusion of work experience in education to make it more practical and scientific.
• Work experience is based on the by Learning by Doing method.
• The +2 stage focusses on vocational education and is considered a
  “crucial and controversial” stage throughout the country.
• The Kothari Commission recommended the 10+2+3 pattern of the education system.
• The Kothari Commission recommended 10 years of general school education under the 10+2+3 structure.
• 10 years of school education
• 2 years of higher secondary education
• 3 years of university degree education.

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National Policy of Education, 1986

17.Write briefly the main features of National Education Policy 1986.

Ans: The National Education Policy of 1986 introduced several important measures for the development and improvement of education in India. The major features of the policy are discussed below:

(i) Vocationalization of Education:

The policy emphasized job-oriented education to develop practical skills and vocational efficiency among students.

(ii) Education for Equality:

Special attention was given to women, Schedule Caste (SC), Schedule Tribes (ST), minorities, and other disadvantaged groups to ensure equal educational opportunities.

(iii) Adult Education:

Various programmes were introduced to remove illiteracy and promote adult literacy throughout the country.

(iv) Early Childhood Care and Education (ECCE):

Importance was given to the physical, mental, emotional, moral, and social development of children at the pre-primary stage.

(v) Universal Elementary Education:

The policy aimed to provide free and compulsory education to all children up to the age 14 years.

(vi) Non-Formal Education:

Educational facilities were arranged for school dropouts, working children, and children living in remote and backward areas.

(vii) Reform of Secondary Education:

Secondary education was improved through the introduction of science education, technical education, value-based learning.

(viii) Vocational and Technical Education:

Technical and vocational education were expanded to produced skilled manpower for national development.

(ix) Improvement of Higher Education:

Universities and colleges were encouraged to improved research, academic standards, autonomy, and quality of education.

(x) Open University System:

The policy strengthened open and distance education through institutions such as Indira Gandhi National Open University.

(xi) Value Education:

Education was expected to promote moral, social, and spiritual values for proper character formation.

(xii) Preservation of Culture:

The policy emphasized the protection and promotion of India’s cultural heritage and traditional values.

Conclusion:

Thus, the National Education Policy 1986 aimed at improving the quality of education, promoting equality, developing skills, and ensuring national progress through an effective educational system.

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18. What is Adult Education?

Ans: Adult education is the process of providing education and training to adults to help them gain literacy, knowledge, skills, and awareness for better living and participation in society.

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19. What do you mean by Early Childhood Care and Education or ECCE?

Ans: Early Childhood Care and Education (ECCE) is the education and care given to young children before primary schooling to promote their overall development.

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20. What is Operation Blackboard?

Ans: Operation Blackboard was a programme launched under the New Education Policy, 1986 to provide basic educational facilities, teachers, and teaching materials in primary schools.

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21. What is the role of education According to National Policy on Education 1986?

Ans: The National Education Policy of 1986 recognized education as a powerful instrument for national progress and social transformation. The policy explained the important role of education in the following ways:

(i) National Development:

Education was regarded as an essential means for the overall development of the nation. It was expected to contribute to social, cultural, economic, and technological progress.

(ii) National Integration:

The policy aimed to strengthen national unity, harmony, and emotional integration among people belonging to different regions, religions, and communities.

(iii) Development of Scientific Temper:

Special emphasis was given to the development of scientific thinking, rational outlook, and modern attitudes among students.

(iv) Promotion of Democracy and Secularism:

Education was expected to promote democratic ideals, secular values,  social justice, equality, and equality among citizens.

(v) Economic Growth:

The policy emphasized the development of skilled and efficient manpower to increase productivity and support economic development.

(vi) Social Transformation:

Education was considered an important tool for removing social inequalities and providing equal opportunities and providing equal opportunities and providing equal educational opportunities to all sections of society.

(vii) Character Formation:

The policy stressed the importance of moral, social, and spiritual values for developing responsible and disciplined citizens.

(viii) Self-reliance:

Through vocational and technical education, individuals were encouraged to become self-dependent and capable of earning their livelihood.

Conclusion:

Thus, the National Education Policy 1986 viewed education not only as a means acquiring knowledge but also as a powerful force for national development, social change, and individual growth.

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22. What equality in Education? What provisions were mentioned in the National Education Policy 1986 for its implementation?

or

Discuss the suggestions offered by the National Education Policy 1986 for equalizing educational opportunities.

Ans: Meaning of Equality in Education:

Equality in education means providing equal educational opportunities to all individuals without any discrimination based on caste, religion, gender, language, region, or economic condition. It aims to ensure that every child gets the opportunity to receive proper education and develop his or her abilities.

Provisions of the National Education Policy 1986 for its Implementation:

The National Education Policy 1986 gave special importance to equality in education. It suggested several measures to provide equal educational opportunities to all sections of society, especially the weaker and disadvantaged groups. The important suggestions are discussed below:

(i) Education for Women:

The policy emphasized women’s education to improve their social and economic condition and ensure equal participation in society.

(ii) Education for Schedule Caste (SC) and Schedule Tribes (ST):

Special facilities like scholarships, hostel facilities, free textbooks for SC/ST students.

(iii) Education for Minorities:

The policy aimed to provide equal educational opportunities to minority communities and protect their cultural identity.

(iv) Education for Disadvantaged Groups:

Special attention was given to backward classes, economically weaker sections, and disabled children.

(v) Universal Elementary Education:

Free and compulsory education up to 14 years of age was introduced to ensure that every child receives elementary education.

(vi) Non-Formal Education:

Alternative educational facilities were provided for school dropouts, working children, and children living in remote areas.

(vii) Adult Education:

Adult literacy programmes were introduced to remove illiteracy and increase social awareness among adult.

(viii) Equal Opportunity in Higher Education:

Efforts were made to provide equal opportunities in secondary and higher education for all students.

Conclusion:

Thus, the National Education Policy 1986 made several important suggestions for equalizing educational opportunities and ensuring educational justice for all sections of society.

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23. Discuss about the suggestions of National Education Policy, 1986 regarding secondary education.

Ans: The National Education Policy, 1986 emphasized improving the quality and relevance of secondary education. Its major suggestions were:

(i) Development of Scientific Temper:

Secondary education should promote scientific thinking, inquiry, and a national outlook among students.

(ii) National Integration and Values:

Students should develop national unity, secularism, democracy, and social responsibility.

(iii) Improvement of Quality:

The curriculum, teaching methods, and evaluation system should be improved to enhance the quality of education.

(iv) Vocationalization of Education:

Vocationalisation courses should be introduced at the secondary stage too develop skills and prepare students for employment.

(v) Use of Educational Technology:

Modern educational technology, such as audio-visual aids and computers should be used in teaching.

(vi) Equal Educational Opportunities:

Special efforts should be made to provide secondary education to girls, Scheduled Castes (SCs), Scheduled Tribes (STs), and other disadvantaged groups.

(vii) Awareness of Rights and Duties:

Students should be made aware of their constitutional rights and duties as responsible citizens.

Conclusion:

The National Educational Policy, 1986 aimed to make secondary education more meaningful, skill-oriented, and value-based so that students could contribute effectively to society and national development.

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24. Discuss about the suggestion of National Education Policy, 1986 regarding vocationalization of education.

Ans: The National Education Policy, 1986 gave special importance to the vocationalisation of education to make education more practical and employment-oriented. The major suggestions were:

(i) Introduction of Vocational Courses:

Vocational courses should be introduced at the secondary and higher secondary levels.

(ii) Development of Skills:

Education should help students develop practical and technical skills required for different occupations.

(iii) Employment Opportunities:

Vocational education should prepare students for self-employment and various jobs.

(iv) Link with Industry and Agriculture:

Vocational education should be related to the needs of industry, agriculture, and local employment opportunities.

(v) Expansion of Vocational Institutions:

More vocational schools and training centres should be established.

(vi) Reduction of Pressure on Higher Education:

Students should be encouraged to choose vocational courses instead of depending only on general academic education.

(vii) National Development:

Vocational education should contribute to economic growth by producing skilled manpower.

Conclusion:

The National Education Policy, 1986 aimed to make education skill-based, employment-oriented, and useful for national development through the vocationalisation of education.

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25. What is Navodaya Vidyalaya? Mention its characteristics.

Ans: Navodaya Vidyalaya is a system of residential schools established un the National Education Policy, 1986 to provide free and quality education to talented children, especially from rural areas.

Characteristics of Navodaya Vidyalaya:

(i) Provide quality education to talented rural children.

(ii) Residential schools where students live and study.

(iii) Free education, including boarding and lodging.

(iv) Promotes educational excellence and social justice.

(v) Encourages national integration by bringing students from different regions together.

(vi) Manged by the Navodaya Vidyalaya Samiti.

(vii) Affiliated with the CBSE.

(vii) Funded entirely by the Central Government.

Conclusion:

Navodaya Vidyalaya are model schools established to provide free, high-quality education to talented rural students and to promote national integration and overall development.

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Point to be Remember

• First National Education Policy was formulated in 1968.
• The second National Educational Policy was announced by the Government of India in 1985 and approved in May 1986.
• The third National Educational Education Policy was introduced in 2020.
• A status paper titled ‘Challenges of Education: a Policy Perspective’ was recommended under the National Education Policy, 1986.”
• ‘Operation Black Board’ and ‘Navodaya Vidyalaya’ are both schemes under the National Education Policy, 1986.

      Full Form:

• ECCE: Early Childhood Care and Education.
• ICDSP: Integrated Child Development Service Programme.