SCHOOL SUBJECTS AND THEIR EVOLUTION AS A CURRICULAR AREA AT SCHOOL. EVOLUTION OF SCHOOL SUBJECTS BEFORE AND AFTER INDEPENDENCE - 2

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). 

SCHOOL SUBJECTS AND THEIR EVOLUTION AS A CURRICULAR AREA AT SCHOOL. EVOLUTION OF SCHOOL SUBJECTS BEFORE AND AFTER INDEPENDENCE - 1

SCHOOL SUBJECTS AND THEIR EVOLUTION AS A CURRICULAR AREA AT SCHOOL. EVOLUTION OF SCHOOL SUBJECTS BEFORE AND AFTER INDEPENDENCE.

          In ancient times, India had the Gurukula system of education in which anyone who wished to study went to a teacher's (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru's place and help in all activities at home. This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house. The guru taught everything the child wanted to learn, from Sanskrit to the holy scriptures and from Mathematics to Metaphysics [ THE STUDY OF THE ORGIN , FUNDAMENTAL STRUCTURE , NATURE , AND DYNAMICS OF THE UNIVERSE ] . The student stayed as long as she wished or until the guru felt that he had taught everything he could teach. All learning was closely linked to nature and to life, and not confined to memorizing some information.

In the Vedic days[1200 B.C ] , the teaching of the four Vedas, the hymns and ritual practices were seen. The Vedas included the Sanskrit language which in turn became the language of classical learning. Besides the pronunciation of the Vedas and their implication, phonology [ SCIENCE OF SOUND ], elementary grammar, Astronomy , Ethics, LOGIC and etymology [ SCIENCE OF ORGIN OF SOUND ] were also taught.

BUDHISTIC EDUCATION

          Budhistic system of education changed from gurkula system to institutional model ,by giving education at primary and higher level. Students belongs to all castes were welcome in Buddhist Centres of Education. The education was carried on by the institutions known as Sanghas. The subjects included in their curriculum were Religions, Philosophy, Metaphysics, Logic, Medicine, Administration, etc.

Ancient Nalanda University 

Nalanda is an ancient centre of higher learning in Bihar, India from 427 to 1197. It was devoted to Buddhist studies, but it also trained students in fine arts, medicine, mathematics, astronomy, politics and the art of war.

Ancient Takshashila University

Takshashila, was an early Buddhist centre of learning. According to available references it is dated back to at least the 5th century BC. Generally, a student entered Takshashila at the age of sixteen. The Vedas and the Eighteen Arts, which included skills such as archery, hunting, and elephant lore, were taught, in addition to its law school, medical school, and school of military science. 

SUBJECTS TAUGHT DURING ISLAMIC EDUCATION

          During the Islamic period [ 1192 AD – 1707 AD ] , education was given in Maktab and Madrassa attached to Mosques. At the lower level the Holy Quran, the Biography of Hazrat Mohammed Sahib , The Laws of Islam, Arabic and Persian were taught. At the higher level students learned Mathematics , History, Geography, Economics, Islamic Religion and Islamic Laws.

LEARNING ABOUT SCHOOL SUBJECTS [ IMAGES ]

SCHOOLING FOR EVERY DAY LIFE

SCHOOLING FOR EVERY DAY LIFE

Education is the process of instruction aimed at the all round development of individuals, providing the necessary tools and knowledge to understand and participate in day to day activities of today’s world.  It is the only wealth which cannot be robbed. It builds character, provides strength of mind and increases knowledge.

The education sustains the human values which contribute to individual and collective well-being. It forms the basis for lifelong learning and inspires confidence to face challenges. It provides the skills to individuals to become more self-reliant and aware of opportunities and rights. It also enhances the ability of individuals to manage health problems, improve nutrition and childcare, and plan for the future.

                The education not only impacts on human development and economic growth, but also is the fundamental requirement of democracy. Through education people become more responsible and informed citizens.

Concept of Schooling

A school is an institution designed for the teaching of students (or "pupils") under the direction of teachers. The school is a highly structured and closed social environment with rules and regulations. Most countries have systems of formal education, which is commonly compulsory. In these systems, students progress through a series of schools. The names for these schools vary by country but generally include primary school for young children and secondary school for teenagers who have completed primary education.

          In ancient India, schools were in the form of Gurukuls. Gurukuls were traditional Hindu residential schools of learning; typically the teacher's house or a monastery. During the Mughal rule, Madrasahs were introduced in India to educate the children of Muslim parents. British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion.

Under the British rule in India, Christian missionaries from England, USA and other countries established missionary and boarding schools throughout the country. Later as these schools gained in popularity, more were started and some gained prestige. These schools marked the beginning of modern schooling in India and the syllabus and calendar they followed became the benchmark for schools in modern India. Today most of the schools follow the missionary school model in terms of tutoring, subject / syllabus, governance etc.with minor changes.

SCHOOLING IN INDIA

          According to the 2009 Right to Education Act, schooling is free and compulsory for all children from the ages of 6 to 14. The schools are established in order to provide access for all children to primary school or its equivalent non-formal education. The main objective was to reduce overall dropout rates, increase average learning achievement levels and reduce gaps in enrollments, dropouts, and learning among gender and social groups. The state governments maintain the expenditures on elementary education at the state level. The Indian education system is structured as follows:

• Pre-school: Education at this level is not compulsory. The Montessori system is especially popular at the pre-school level
• Private playschools: Catering for children between the ages of 18 months and three
• Kindergarten: This is divided into lower kindergarten (for three- to four-year-olds) and upper kindergarten (for four- to five-year-olds)
• Primary school: First to fifth standard/class/grade (for six- to ten-year-olds)
• Middle school: Fifth to eighth standard/class/grade (for 11- to 14-year-olds)
• Secondary school: Ninth and tenth standard/class/grade (for 14- to 16-year-olds)
• Higher secondary or pre-university: 11th and 12th standard/class/grade (for 16- to 17-year-olds). This is when students choose an academic area on which to focus
• Undergraduate: A BA is a three-year degree. Specialised courses such as medicine and engineering can be longer
• Postgraduate: A 2 year course

TYPES OF SCHOOLS

• Public/government schools: Most schools in India are funded and run by the government. However, the public education system faces serious challenges including a lack of adequate infrastructure, insufficient funding, a shortage of staff and scarce facilities
• Private schools: Since many government schools do not provide adequate education, Indian parents aspire to send their children to a private school. Some expats choose to send their children to private Indian schools
• International schools: There are international schools in all major cities. They are attended by expat and Indian children
• National open schools: Provide education up to the higher secondary level for children whose schooling has been interrupted and have been unable to complete formal education
• Special-needs schools: Provide non-formal education and vocational training to children with disabilities.

BENEFITS OF SCHOOL KNOWLEDGE IN EVERYDAY LIFE 

The aim of school education and learning is to bring pupils out of darkness into light . This view focuses on learning outcomes in terms of knowledge gained. Going to school enables a child to ‘read and write’ which are important things in everyday life. 

Literacy, one of the most tangible products of schooling, is considered as highly relevant in everyday life. Parents recalled how their school going children assisted them in communication . Children on their part aspired to gain the literacy skills for their own use in everyday life and to assist 0their parents in communication.

 Numeracy skills acquired through schooling enable children to do simple arithmetic calculations and even keep records. In local discourses non-school going children are often teased that ‘they should have gone to school just to know that one plus one is equal to two’.  Literacy is considered a significant aspect of school knowledge and an inherent quality of the educated person. Literacy leads to new possibilities for accumulation and sharing of knowledge.

 Individuals who acquire literacy skills in reading and writing use it in practical matters such as reading and writing letters, as well as reading other material like the Bible and newspapers. Similarly literacy in numeracy skills enables one to do simple arithmetic calculations and even keep records. Such skills are relevant for individual and societal functional needs in everyday life and are highly cherished.

 School knowledge is believed to equip children with credentials necessary for entry in the job market. Schools are the gateway to the job market since they prescribe who is educated and who is not. Schools engage in the production of educated persons by equipping students with knowledge taught through the formal curriculum. Through learning students acquire a series of competencies .

School Knowledge and Its Relevance to Everyday Life Holland 1996: 2) and thereby increase their chances of success in everyday life, for example, getting a good job. Modernity is the dominant discourse in the production of educated persons in the study schools. An educated person is also a modern person distinct from others in the community. Through their formal classroom lessons teachers espouse ideas that link school education to modernity. The school transforms children and distinguishes them from the “unschooled villagers”.

School knowledge is considered to introduce children to modern values and improve their chances of success in everyday life. In the public sphere schoolchildren are expected to behave differently – dress nicely and maintain proper hygiene. The practices and values surrounding schooling have found their way into the fabric of community life where styles of living of the educated persons are admired.

The school presents students with an opportunity to acquire a modern identity through formal learning and social practices at school. Children are aided in this process by drawing upon a shared understanding of success and how success works to form a valued and legitimate self. This opportunity to express self and develop autonomy is offered and supported at school. The formal educational experience of learners was also found to contain a wide variety of informal experiences of relevance in everyday life. This experience has often been referred to as the ‘hidden curriculum’ – lessons taught unknowingly by the teachers and school personnel .

The experience of being in school transforms an individual’s worldview and consequent experience of every day life. The concept of time was specifically pointed out as something that tremendously changes with the experience of being in school. Adults pointed out that by experiencing school life students learn many aspects of daily life including marital, parental and occupational roles. Students experience from the way the school days are structured that time is a resource that can ‘be put to best use or wasted’. This aspect of school knowledge was said to be useful in planning or arranging one’s daily activities in a way that ensured efficiency . Women with some level of schooling have been found to plan their lives better, take care of children appropriately and seek health care promptly.