The Education Commission (1964-66) writes “Work-experience, which involves participation in some modern form of productive work under conditions approximating to those found in real life situation, should be introduced as an integral part of education at all stages. It will provide a much- needed corrective to the extremely academic and bookish character of present school education.”

In lower classes of primary schools, work-experience may begin as simple handwork, the objective being to train children to make use of their hands and thereby help their intellectual and emotional growth. Paper cutting, cardboard cutting and folding, clay modeling, spinning, simple planting indoors or on plots, kitchen gardening etc.

In upper primary schools, cane and bamboo work, leather work, pottery, needle work, weaving, gardening, model making, works on the farms etc. should be the chief work experience of the pupils. In the senior classes it may take the form of learning a craft, which develops technical thinking a ad creative capacities in the pupils. Even here some work-experience can be provided in real life situation as work on the farms at the time of sowing and harvesting.

It is proposed that a workshop would be attached to every school or group of secondary schools in a phased programme spread over the next ten years. Work-experience at the Lower Secondary Stage, can take the form of workshop training. Here these experiences will include book work, simple metal work, basket work, leather work, soap making, tanning, weaving, electric repairs, cookery, classroom decoration, book binding, tailoring, toy making, wood carving, simple form of mechanics, animal care, crop care, care for the soil and the like.


Many of these activities listed above would be continued, but the emphasis would shift to actual work-experience in industrial or commercial concerns or on farms. Always, the activities would be oriented towards productive work.

The Kothari Commission observes, “The concept of work- experience is closely related to the philosophy underlying basis education. The programme of basic education did involve work-experience for all children in the primary school, tough the activities, proposed were concerned with the indigenous crafts and the village employment patterns.”

A beginning should be made immediately in some selected schools. It should be declared objective of state policy to increase the facilities for work-experience in industry and agriculture. A Programme of modernization or a forward look should be built into the schedule of work in schools. So the possible problem of training of teachers in this direction, provision of necessary facilities including supply of equipment and the progressive Extension of the programme to all the schools should be very carefully tackled.