The other important thing is that due to advantages derived from the knowledge of English language in pursuing higher studies and also because of its international popularity, many people in every part of the country are still attracted to it.

Besides, attachment towards Sanskrit is also found in many people in the country. Therefore, for safeguarding the interest of as many languages as possible, it is proposed to teach two or three languages in schools.

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Under the two languages, the first will be the national language Hindi or the regional language (in non-Hindi speaking areas) and the second the national language Hindi (if not opted in the first) or some other Indian language (including Sanskrit) or any Western language for the teaching of which arrangements exist.

Under the three language groups, the first two groups would be as stated above except that the Western language has been separated from the second group and in the third group a Western language or Sanskrit or any other Indian language (which was not opted in the first and second group) may be made compulsory.

The provision also exists that according to local or regional interests, any student, despite having two compulsory languages, may also study any other Indian or Western language.

In deciding upon the courses of study some efforts have been made to bring uniformity and unification. Other important aspects are the choice and interests of the students and regional demands, mother tongue to be made the medium of instruction, provision for advice and guidance and adoption of right pattern in the direction of curriculum.

In the sphere of secondary education at least two basic subjects like general science and social science have been suggested as compulsory in the resolution for the introduction of basic education pattern.

Besides keeping the utility of secondary education equal for those students who leave study after this stage as well as for those who continue further studies, efforts have been made to help students to choose subjects according to aptitude and develop their constructive and artistic tastes.

The introduction of technical and industrial subjects at the secondary stage is desirable for fulfilling the present needs of the country.

According to these suggestions, in the junior secondary curriculum three languages, regional language in Hindi or non-Hindi speaking areas, some other Indian language in the Hindi speaking areas or two basic subjects along with English; general knowledge, social science and other optional subjects like mathematics, agriculture or some other arts subject according to local demand, art or music and cultural, physical or entertainment programme should be provided.

In the higher secondary stage according to the resolutions of Secondary Education Commission besides the above compulsory subjects, languages, basic subjects and various industrial subjects should also be introduced side by side so that the students may make use of their knowledge in their lives after completing education of the higher secondary stage.

In view of the interest of even those students who go on to further higher studies after completing the higher secondary stage, the introduction of greater number of subjects is desirable.

The resolution has also accepted the need of many- sided curriculum from the second year of higher secondary education and wider course of study from the third year. Many States in the country have not accepted the type of organisation of courses as suggested above.

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