HISTORICAL DEVELOPMENT OF SECONDARY- EDUCATION IN INDIA

INTRODUCTION
Education is not a simple unitary concept. In the narrow sense education refers to schooling - the
process by which society, through its different inhibition specifically founded for the purpose, of
deliberately transmits its cultural heritage- its accumulated knowledge, values and skills - from one
generation to another. Education promotes life, helps the life from all the comers.
Essence of education:
Secondary education is such a-stage of education, which assists the children to become full-fledged
members of a complex modem society. It fastens citizenship to each and every individual so that
they can socialize themselves in a global society.
As you already have fairly a good idea of elementary & primary education, it
‘is obvious that secondary education forms the central link in the chain of education al patterns. In
this unit, we shall examine the history of secondary education, its expansion and its importance in
total education scenario.
5.1 OBJECTIVES OF SECONDARY EDUCATION
As the title of the unit indicates, it deals with the historical development and importance* of
secondary education after going through this unit, you will enable to:
• acquire broad - based general information of the secondary education.
• identify the basic components of the study of science, Mathematics- Social science, Languages and
socially useful productive work.
• describe the main features of different skills. and habits of self learning.
• explain the importance of participatory learning.
• develop, the aesthetic appreciation and creativity through participation in different activities.
• explore the world of walk and understanding of the realities of life in order to prepare for a
confident entry into the world outside school.
5.2 DEVELOPMENT OF SECONDARY EDUCATION IN PRE-INDEPENDENCE PERIOD.
Prior to the British rule of India there was hardly any formal system of secondary education in India
Maktabs and Madrasas were there only institutions would impart education to the primary and
secondary students. After the British were granted Diwani, on the establishment of secondary
institutions was emphasized and no of important resolutions were passed. Lord McCauley’s minutes
were one of the most important one to set up good schools to Impart European literature and science.
In 1837, English was made court language and gradually Indians were offered higher posts. In
consequence of that western education as compared of traditional educational system acquired
momentum in India. However, by, 1852, there were only 52 secondary schools throughout the
country.
1. From Woods Despatch to the Indian Universities Commission (1902).
Woods Despatch of 1854 had given a further boost to the secondary education. The establishment of
universities in Calcutta, Bombay and madras was an epoch-making phenomenon in the history of
secondary education. Woods dispatch recommended grant-in-aids for the development of the
secondary education. Although efforts were made to improve the secondary education, a few defects
were visible in the process of implementation. Teacher training course was not introduced. The
course content was non-academic and there was no scope for vocational courses. The system of
matriculation examination started dominating the system, which was introduced by the above-
mentioned universities.
2. From the Indian Universities Commission (1902) to Montford Reforms University
Commission.
As a consequence of the various recommendations of the commissions, the administration of the
secondary education was transferred to the universities. The schools were. to be recognized by the
universities. But gradually the unnecessary domination of the universities upon the schools were felt
and in a few states Board of Secondary Education was set up to control the secondary education.
Resolution of 1904: This resolution recommended strict conditions regarding financial matters,
development of staff, providing infrastructure facilities, matters, development of staff, providing
infrastructure facilities.
The Calcutta University Commission-1917:
The commission was appointed under the chairmanship of Michael Sadler and the recommendations
are as follows:
A. Government should create novel institutions called the Intermediate colleges, which must provide
arts, science, medicine, engineering, teaching, and so on.
B. A board of secondary and Intermediate Examination consisting of the representatives of
government, university, high schools and Intermediate colleges are established with the
administration and control of secondary education.
3. From Montford Reform (1921) to Independence (1947).
Hartog Committee-1929: In 1929, a committee known as Hartog committee was appointed to review
the position of Education and Development. To eliminate the wastage and stagnation of education
the commission recommended:
The middle vernacular schools should be preserved to provide more no of admission to the students
from rural areas.
These schools should provide diversified curriculum.
In-service and pre-services training courses are to be provided to the benefit of the teachers for
better service condition.
The Sapru Committee’s Report-1934. In 1934, the U.P. government appointed the sapru committee
to enquire about the causes of unemployment in U.P.
The Committee recommended:-
A. Diverse curriculum should be introduced at the secondary stages.
B. The intermediate stage should be abolished and the secondary stage be extended by none year to
consist of six years to be divided into two, the higher and the lower each covering of three years.
C. Vocational training and education should begin after the lower secondary stage.
D. The degree course at university should extend over a period of three years.
Abbot-Wood Report-1937: -
In 1936 a group of experts were invited from England to advise the government of India on certain
issues. As a result of their expertise a no. of polytechnics, Commercial, Technical and Agricultural
high schools came into existence. The Sargent Report-1994: In, 1944, The Central Advisory. Board
of Education submitted a comprehensive report under the chairmanship of sir John Sargent. The
main recommendations are as follows:
A. The high school course must stretch of six years and the normal age of admission should be above
eleven.
B. Admission should be on the basis of merit.
C. In order to have all-round development of the children the syllabus must be challenging as well as
promotion should be given on the basis of merit and performance.
D. The methods of education should be carefully selected and practiced.
E. High schools should be of two main types- Academic and Technical.
F. The curriculum should be on the basis of the needs and aspirations of society.
As a result of these recommendations there was phenomenal expansion of secondary education. The
number rose from 4888 in 1917 to 12,693 in 1947. English was not the only medium of instruction’.
Mother-tongue was being given importance’ vacational and a few technical schools were introduced.
The no of trained teachers increased resulting of the improved standard of education.
In spite of the above mentioned development the quality of the secondary education was not
satisfying enough. The system had failed to meet the various changes in the political, social and
economic scenario. Courses were bookish and theoretical. Priority was given to only English and as
a result of that students suffered from. psychological burden. The system was rigid and non-realistic.
Therefore, it required complete over-hauling activity of the curriculum and so on.
5.3 EXPANSION OF SECONDARY EDUCATION IN POST-INDEPENDENCE PERIOD
Tara Chand Committee:- 1948
The committee was appointed with Dr. Tara Chand, the then educational advisor to the government
of India, as its chairperson.
The accommodation of the committee are as follows:
a) Admission to the degree course should be preceded by a course of primary and secondary
education for at least 12 years, of which 5 years should be spent at the junior basic stage, 3 years at
the junior stage and four years at the secondary stage.
b) Secondary schools must be multipurpose to cater the various needs of the pupils.
c) There shall be one major examination at the termination of the secondary stage in school.
d) The salary and the other service condition of the teachers should be as recommended by CABE.
Secondary Education commission 1952-53:
On the recommendation of the Tara Chand committee, the government of India appointed a
commission on September 23,1952 under the chairmanship of Dr. A. Lakshmanaswami Mudaliar,
the Vice-Chancellor of madras university. The commission was instructed to check the prevailing
educational system and to suggest suitable measures to give further impetus to the educational
system. The recommendation is discussed below:
1. To reorganize the educational pattern of education.
2. The curriculum pattern must have -elasticity and diversification.
3. Examination system should be reformed.
4. Secondary education must begin after four years of primary education.
5. There should be multipurpose schools at higher secondary level.
6. Public schools should continue and the state government must establish residential schools in the
rural places.
7. The regional language (mother tongue) should be made as a medium of instruction.
8. Constant and realistic appraisal of the pupil’s progress should be made compulsory throughout the
year.
9. Service condition of the teaching personnel must be improved by raising pay scales.
10. State Advisory Boards of education should guide and advise the education department.
Education Commission 1964-66:
The main recommendations of the - commission regarding secondary education are:
– A complete overhauling in the educational structure and pattern.
– Primary stage of 7 to 8 years.
– Lower Secondary stage of 2 to 3 years of general education or one to 3 years of vocational
education.
– A higher secondary stage of two years of general education or one to three years of vocational
education.
Curriculum - The commission considered it necessary vocationalise secondary education in a large
measure and to raise enrolments in vocational courses to 20% of total enrolment at the lower
secondary stage and 50 percent of the total enrolment at the higher secondary stage.
Equalization of educational opportunities:
To achieve the objective of egalitarianism in educational scenarios, the commission recommended:
– Lower secondary education should be made free.
– Attempts should be made to extend free. Education to all needy and deserving students.
– Proper planning should be made about the location of the institutions.
– Guidance and better supervision facilities should be made compulsory.
The Draft National Education Policy - 1979:
– The national policy of education 1979, proposes the following:
– Twelve-year school education.
Education at secondary stage should be divided to academic and vocational streams.
– Vocationalisation of secondary education.
Education at the secondary stage should be divided into the academic and vocational streams.
– Three-language formula - it includes the study of a modern Indian language, in addition to Hindi
and English.
– The evolution procedure must discourage note memorization and must ever the total. learning
experiences, of the pupils.
Curriculum should be framed in such a manner that the students are equipped with sufficient
knowledge as well as skills for the future economic life.