After Independence, the University Education Commission (1948-49) in course of their investigations found the Secondary Education to be “the weakest link” between Elementary and University Education in India. As per this Commission’s suggestions, Secondary Education Commission (1952-53) was appointed, which laid down the following :

(i) The present curriculum is narrowly conceived,

(ii) It is bookish and theoretical,

(iii) It is over-crowded without providing rich and significant contents,

ADVERTISEMENTS:

(iv) It makes inadequate provision for practical and other kinds of activities which should reasonably find room in it, if it is to educate the whole of the personality,

(v) It does not cater to the various needs and capacities of the adolescents.

(vi) It is dominated too much by examinations, and

(vii) It does not include technical vocational subjects which are so necessary for training the students to take part in the industrial and economic development of the country.

ADVERTISEMENTS:

The Commission of Education and National Development (1964-66) has stated that the school curriculum is in a state of all over the world today. In developing countries it is generally criticized as being inadequate and outmoded and not properly signed to meet the needs of modern times.

Even in a rationally advanced nation like the U.S.A. where the traditional curriculum had been radically transformed long ago under the impact of progressive education, the content of the school courses is being challenged by several scholars and University men and new reform movement has been started which may bring in sweeping curricular changes in school education”.

The Education Commission has said, “We conceive of the school curriculum as the totality of learning experience that the school provides for the pupils through all the manifold activities in the school or outside that are carried on under its supervision. From this point-of view, the distinction between curricular and co-curricular work ceases to exist, and a school camp and games and sports are curricular or rather co-curricular activities.

There are, however, certain activities of this type such as hobbies of different kinds, debates, dramas which have more of the quality of play than of work and which give greater opportunities for creative self-expression. Every school should organize a variety of such programmes so that every child in it may be able to take up something suited to his tastes and interests”.