EVOLUTION OF SCHOOL SUBJECTS BEFORE
INDEPENDENCE.
STRUCTURE OF
SCHOOL SUBJECTS DURING BRITISH PERIOD
IT includes recommendations of
different commissions on education about the school subjects.
1. MACAULAY’S MINUTE [ 1835 ] : Aim of education should be to develop such
personalities who are Indians in blood and colour, but English in taste,
opinion and intellect. Macaulay given importance to English education and English
and western literature than Indian languages and subjects. He tried to develop
English language and western culture through primary education. His Downward Filtration Theory given
importance to the education of higher classes.
2. WOOD’S DESPATCH [ 1854 ]
: Sir Charles Wood was the President of the Board of control to Government of
India. He submitted a report on the reformulation of education policy in India
in 1854. It was the first clear cut policy for the spread of primary education.
It provided the basis to establish a very comprehensive scheme of British
Education in India. The English language would be taught where ever it was
demanded and a vernacular language would be used as medium of instruction for
the great masses of people.
The Despatch wanted to promote the study of English, WESTERN knowledge,
literature and culture as well as Indian
regional languages and classical languages like Arabic, Persian and Sanskrit.
3. FIRST INDIAN EDUCATION COMMISSION
/ HUNTER COMMISSION (1882)
: It was the First Indian Education Commission under
the chairmanship of Mr. William Hunter,
a member of the Viceroy’s Executive Council to Study the condition of Primary
or Elementary education in India. He recommended that ,The medium of primary
education should be vernaculars of Indian languages. School subjects include at elementary level were Physics,
Agriculture, First-Aid, Banking , Geometry etc.
4.
HARTOG
COMMITTEE REPORT ON EDUCATION (1929) : he recommended
to make Primary Education compulsory. Curriculum
of the primary level should be made more liberal and scientific in accordance
with the circumstances and environment. Primary schools should set as centres
for rural upliftment, works, medical relief, adult education, mass literacy,
sanitation, recreation etc.
5.
SARGENT
REPORT ON EDUCATION (1944): Recommended Free and
Compulsory Primary Education to the children of the age- group at 6-14 years. The Report also recommended that at
the Middle School stage, provision should be made for a variety of courses,
extending over a period of five years after the age of 11. These courses should be designed to prepare the pupils for
entry into industrial and commercial occupations as well as into the
Universities. It was recommended that the High School course should cover 6
years, the normal age of admission being 11 years and that the High Schools
should be of two main types (a) academic, and (b) technical.
EVOLUTION
OF SCHOOL SUBJECTS AFTER INDEPENDENCE
STRUCTURE
OF SCHOOL SUBJECTS ACCORDING TO RECOMMENDATIONS OF DIFFERENT COMMOISSIONS
AND POLICY
1. THE SECONDARY EDUCATION COMMISSION /
MUDALIAR COMMISSION 1952 : The aim of education was to train the youth for intermediate
leadership and for democratic citizenship. Multipurpose secondary school was a
new concept recommended by the Commission. Inclusion of craft, social studies
and general science in the curriculum was aimed at orienting students towards
an industrial and science-centred democratic life. The commission stressed to provide terminal
courses in Technology, humanities, Commerce, Agriculture, Fine Arts, Home
Science.
2. INDIAN
EDUCATION COMMISSION (1964-66) : The Education Commission 1964-66, popularly known as
Kothari Commission under the name of its chairman Prof. D.S.Kothari,. Recommended
Science education as an integral part of all school education and developing
scientific research. Also recommended that regional languages should be the
medium of instruction.
NATIONAL CURRICULUM FRAMEWORKS FOR THE EVOLUTION OF SCHOOL SUBJECTS IN MODERN INDIA
1.
THE CURRICULUM FOR THE TEN YEAR SCHOOL (1975) : The
first attempt to develop the national curriculum for school education was
initiated by the then Ministry of Education and Social Welfare in 1973 to
develop the curriculum for the 10+2 pattern. The framework provides an impetus
to the teaching of environmental studies, science and mathematics as a part of
general education curriculum from the primary level. The stage wise school curriculum of 1975 is
given below.
PRIMARY
STAGE (CLASSES I TO V)
CLASSES
I-II : First
Language , Mathematics , Environmental Studies (Social Studies and General
Science) , Work Experience and the Arts ,Health Education and Games .
CLASSES
III-V : First
Language , Mathematics , Environmental Studies – I (Social Studies) , Environmental
Studies-II (General Science) ,Work
Experience and the Arts , Health Education and Games
UPPER
PRIMARY STAGE (CLASSES VI TO X)
CLASSES
VI-VIII : First Language ,
Second Language , Mathematics , Science (Life Science and Physical Science) , Social
Science (History, Geography, Civics and Economics) , Arts ,Work Experience , Physical
Education, Health Education & Games .
SECONDARY
STAGE (CLASSES IX TO X)
Subjects such as First Language , Second
Language , Third Language , Mathematics , Sciences (Life Sciences and Physical
Sciences) , Social Sciences (History, Geography, Civics and Economics
etc.) , Arts , Work Experience Physical
Education, Health Education and Games .
2.
NATIONAL CURRICULUM FOR ELEMENTARY AND SECONDARY
EDUCATION (1988) :
The
stage wise school curriculum is given below: Pre-Primary Education (2 Years)
The basic mode of devoloping of children at this stage should be through group
activities and play-way techniques, language games, number games and activities
directed to promote environmental awareness etc. These should be used to make
the learning experiences joyful to the children. No formal teaching of subjects
is to be undertaken at this stage.
ELEMENTARY
EDUCATION (8 YEARS)
PRIMARY
STAGE (5 YEARS) CLASSES I- V
i.
One Language –
the mother tongue/the Regional Language
ii.
Mathematics
iii.
Environmental
Studies I & II
iv.
Work Experience
v.
Art Education
vi.
Health and
Physical Education
UPPER
PRIMARY STAGE (THREE YEARS)
I.
Three Languages
II.
Mathematics
III.
Science
IV.
Social Science
V.
Work Experience
VI.
Art Education
VII. Health & Physical Education
SECONDARY
STAGE (TWO YEARS)
i.
Three languages
ii.
Mathematics
iii.
Science
iv.
Social Sciences
v.
Work Experience
vi.
Art Education
vii.
Health &
Physical Education
3.
NATIONAL CURRICULUM FRAMEWORK FOR SCHOOL EDUCATION
(2000) :
Early Childhood Education (ECE) – (2 Years) : This stage of education helps in
preparing children for school and constitutes an important element of Early
Childhood Care and Education (ECCE) . Learning at this stage may be
characterized by group activities, play-way techniques, language games number
games and the activities directed to promote socialization and environmental
awareness among children.
Elementary
Education (8 Years) : Primary Stage of education has been
visualized in two segments with inherent internal continuity. The first segment comprises Classes I and II
and the second segment consists of
Classes III to V. The scheme of studies for these two segments is given
below:
(a) Classes
I and II : One Language – Mother
Tongue/Regional Language
Mathematics Art of Healthy and
Productive Living.
(b) Classes
III to V : One Language – the Mother Tongue/the Regional
Language Mathematics Environmental Studies Art of Healthy and
Productive Living
Upper
Primary Stage (3 Years) :
Three Languages – the Mother Tongue/the regional language, Modern Indian Language and English Mathematics Science and Technology Social Science Work Education Art Education (Fine Arts,
Visual & Performing) Health & Physical Education (including games and
sports, Yoga, NCC, Scouting and Guiding) . Secondary
Stage (2 Years) : Three languages –
the Mother Tongue/the regional language, Modern Indian Language and English
Mathematics Science and Technology Social Sciences , Work Education Art
Education (Fine Arts, Visual and Performing) Health and Physical Education
(including games and sports, Yoga, NCC, Scouting and Guiding).
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