Cell Tower Master Agreement - Anne Arundel County Public Schools Board of Educaton
SECONDARY EDUCATON IN KERALA: AN...
Transcript of SECONDARY EDUCATON IN KERALA: AN...
SECONDARY EDUCATON IN KERALA:
AN OVERVIEW
The social and political conditions which are peculiar to the state have
left their mark on education also. In tracing the history of education in Kerala
in the very early days the folk songs are of great help. These songs are in
Malayalam. They are sung by illiterate people with no care for factual
accuracy. They care only for their emotional appeal, very often they substitute
their own words when the original expressions are beyond their
comprehension. These are sometimes added with some local peculiarities of
expression. Even then they form a mine of useful information regarding the
history and cultures of the people of Kerala.
The Maharajas of Travancore from very early times were patrons of
Sanskrit learning and this attracted many learned Brahmins from the east. In
the localities where Brahmins lived, there sprang up a number of schools in
which instruction in the Vedas, Vyakaranas, Tharka, Mimmamsa Law etc was
given. This system of education did not reach the lower strata of society.
In Cochin also the history of education goes back to very early days. It
reveals that even in the earliest period of which there is any record, education
was considered an important matter. From very early times there existed units
12
of Brahmin Vidyalayams diffusing knowledge of reading and writing among he
higher classes. Literacy was universal among Namboodiri Brahmins,
Kshathriyas and Ambalavasis, while it prevailed, in a lesser degree, in a
descending scale, among Nayars, Indian Christians, Ezhuthachans, Kaniyans
and Kammalas.
Kerala stands foremost among Indian states in literacy and educational
achievement. The present state of Kerala comprises three zones namely
Travancore, Cochin and Malabar. Travancore and Cochin made outstanding
development in the field of education due to the farsightedness of the rulers and
also due to the educational ventures of the Christian missionaries.
Travancore, the southern portion of Kerala, is an irregular triangular-
shaped territory between western ghats and Arabian sea. Travancore was ruled
by several brilliant sovereigns both men and women, and they contributed
much to the prosperity of the country. Under their administration the state took
keen interest in the growth of English education in the 19th
and 20th
centuries
by extending toleration to those who were engaged in that field and also by
implementing reforms from time to time for the uniformity and efficiency in
the course of instruction. Geographically cochin is bounded by Malabar on the
north, Travancore on the south, coimbatore on the east and Arabian sea on the
west. Like Travancore, Cochin also was ruled by able rulers who were very
13
much interested in the spread of English education. In 1949 Cochin was
integrated with Travancore.
Malabar was different in many respects. Malabar comprised the area
from Kasargode in the north to the former state of Cochin in the south, and
from Western ghats in the east and the Arabian sea in the west. During the
period immediately following the attainment of independence in 1947, Malabar
continued to remain a district of Madras state. When the states of Indian Union
were reorganized in 1956, Malabar district was added to Travancore-cochin to
form part of the new state of Kerala.
Malabar which was part of the Madras presidency of the British was
very much neglected in the matter of education. It was only after the
integration of the states in 1956 on linguistic basis that Malabar was given
special consideration as a result of which it has come almost at par with the
other two regions in this respect.
From early times, the village school master, “Asan” imparted vernacular
education of a rudimentary character. It was in the year 1817, during the reign
of Rani Gowri Parvati Bai, that the education of the people became the primary
concern of the state. She issued a proclamation which reads thus. “ The state
should defray the entire cost of education of its people in order that there might
be no backwardness in the spread of enlightenment among them, that by
diffusion of education they might become better subjects and public servants
14
and that the reputation of the state might be advanced there by”. And this was
followed by the establishment of many Govt. vernacular schools for the
education of he children. In 1834 was started the first English school at
Trivandrum which marked the beginning of English education in Travancore.
Throughout Kerala, Christian missionaries played an important role in
the spread of English education. The Catholic Missionaries who came earlier,
were indifferent to the educational needs of the people of the land in the
beginning. The protestant missionaries though later arrivals in this field, took
keen interest in the spread of English education from the beginning of the
nineteenth century. The missionary enterprise helped partly to reduce the
magnitude of the problem of educating the backward classes. The government
have always pursued a liberal and progressive policy in the spread of education
and also encouraged other agencies in the field by providing them liberal
grants..
When the number of schools increased Government wanted to
standardise the course of instruction and insisted on the maintenance of certain
fundamental requirements in the departmental as well as private institutions.
No organized attempt has been made till 1866 to expand education
through out the state. During the time of Sir.T.Madhava Rao, Dewan of
Travancore from 1858 to 1872, a vernacular education department was created
15
and separate Malayalam schools were established all over the state in addition
to English schools.
Regular system of grant-in-aid to vernacular education came into force
in 1869 and it was extended to the private english schools in 1888
In 1894 the Education Department was re-organised revising the grant
in aid rules to educational institutions. During the year, all vernacular and
english schools were for the purpose of administration and inspectoral control,
placed under three range inspectors in direct correspondence with the
Government. A code of rules known as the “Travancore Educational Rules”
and a revised “Grant-in-Aid Code” were passed in 1895. In the matter of
Grant-in-Aid, the policy of the Government was to utilize private effort with
due regards to efficiency to foster and to encourage it, and to supplement it
where it fails adequately to meet the requirements of the public. Acting on this
principle, the Government had refrained from opening schools where private
schools capable of meeting local requirements existed, and had freely started
schools in districts which were backward from an educational point of view.
In line with the provisions of the Education Code 1895, the educational
institutions were classified and standardized. The code prescribed the
curriculum in English and Vernacular schools including Aided and Recognized
schools.
16
A revised curriculum was introduced in 1902 and based on it the schools
were classified as High, Middle, Upper primary and Lower primary. Care was
taken to prepare the syllabus for each class where the subjects were varied in
nature. The syllabus included Drawing, Hygiene, Domestic economy,
Agriculture and Practical geometry and the portion to be gone through in each
class has been prescribed with a view to improve the quality of teaching.
The institution of School Leaving Certificate scheme in 1909 was a
significant step in the development of secondary education. The scheme was
intended for the granting of certificate to pupils who completed the secondary
course. During the year Travancore Secondary School Leaving Certificate was
recognized by the Madras University as equivalent to the Matriculation
Certificate issued by it to the school final students. With the introduction of
this scheme the middle school examination was abolished
By this time the education rules and the grant-in-aid code of 1895 had
become absolute in many respects. The increase in the number of educational
institutions and the marked improvement in the enrolment rate till 1909
brought forward fresh problems. The uniformity in the course of studies was
also necessitated by the existence of departmental as well as private
institutions. This prompted the Government to introduce a new education code
from first January 1910. The code brought about a thorough change in the
educational set up of the state. It separated elementary or vernacular education
17
from secondary or english education. It regulated school terms, fees, text
books, school records and prescribed the general qualifications for teachers.
The object of the code was also to improve the efficiency of the management
by regulating the powers of the managers. The schools for School Leaving
Certificates, both for the secondary and elementary schools, was subsequently
included in the code.
In 1911 an important change was made by the substitution of the State
Secondary School Leaving Certificate Examination for the University
Matriculation Examination which had till then marked the termination of
secondary school course. In 1914 changes were made in the education code,
lowering the minimum age for the candidates appearing for the English School
Leaving Certificate Examination from 14 to 13 in the case of boys and 12 in
the case of girls. Provident fund for teachers in the recognized private schools
in the state was instituted in 1915. In the same year the system of endorsement
in the English School Learning Certificate as a qualification for the public
service was abolished.
The year 1917 was exceptional in regard to the secondary education in
the state. During the year the examination results in schools rank higher on
account of the fact that the system of moderation was adopted. (ibid, F.629). In
the following years the rate of enrolment in high schools increased and
18
facilities were provided for the lower class people to send their children to
schools.
The progress of education was vary rapid since 1931. The number of
schools increased so largely as to necessitate a separate inspectorate.
Consequently separate officers were appointed to inspect boys and girls
schools. Female education, both in the Vernacular and English schools, was
brought under the control and guidance of Inspectress of Girls Schools.
The high school scheme was revised to adjust high school education to
the various aptitudes of pupils with effect from 1946. To begin with, the
optional system was introduced in form IV. This system enabled the students
to select any one of the optional subjects according to their taste besides the
curricular subjects. By this arrangements school leaving examination was
designed to test the pupils general school education and their fitness to select
vocation in life. So far there existed two media of instruction, English and
Vernacular, which would tend to foster two classes of students. To prevent
this, Malayalam was made the medium of instruction in all high schools. The
classification of school was changed and Middle and High schools as two
separate entities came in to existence. In the light of the recommendations of
the Education Re-organisation Committee, the pay of the graduate teachers was
revised, raising the minimum from Rs. 30 to 50 per mensum and maximum
from Rs. 175 to 225 per mensum.
19
The educational history of Cochin and Malabar has close resemblance to
that of Travancore and the government or private agencies had contributed to
the development of english education among the people. The structure and
content of education prevailed in Cochin and Malabar had close relation with
the same that prevailed in the schools of Travancore. Though one could see
similarities in the course of instruction followed in the schools of Cochin and
Malabar, the latter remained educationally backward due to the indifference of
the British administrators.
The establishment of the first English school at Mattanchery in 1818
marked the beginning of English education in Cochin. In 1845 the English
school at Ernakulam sent the first batch of school final students for
matriculation. The English High Schools in Cochin area consisted of Forms IV,
V and VI. As a result of the working of the Cochin Education Code of 1911,
there was a steady increase in the number and strength of different grades of
schools.
Main reason for the progress of education in Cochin was the co-
operation between government and private agencies. The government had
prescribed the scales of pay for teachers of government and private schools.
The secondary schools were to submit the bill for teaching grants at the end of
each quarter. Under the Cochin Education Code, secondary schools could
20
draw both salary grant for trained teachers and ordinary grant based on income
and expenditure from the government.
Condition in Malabar area was different. As Malabar formed part of the
Madras presidency, which was not following as liberal a policy of education as
in the other two princely states, this area remained backward in the field of
education. But the enactment of Madras Local Boards Act of 1834 gave an
impetus in this field.
Prior to 1951 the School Leaving Examination was known as English
School Leaving Certificate [E.S.L.C] Examination. Then there were two types
of schools-English and Vernacular and hence the suitability of the name. A
unified scheme was suggested from 1951 following the abolition of vernacular
schools in 1949. There after the examination came to be known as Secondary
School Leaving Certificate (S.S.L.C) Examination. As envisaged in the
Secondary Education Commission Report of 1953, a committee consisting of
16 members with Director of Public Instruction as its chairman was constituted
to examine the existing syllabi and curricula of studies in the schools. The
committee recommended the introduction of a new vocation and craft oriented
syllabus in the schools of the state. During the year 1954-1955 diversified
courses of studies were introduced in certain high schools. Accordingly
technical and vocational subjects including Agriculture, Commerce, Printing
21
technology Needlework, Domestic science etc were introduced in selected
schools.
Consequent on the formation of Kerala state with effect from Ist
November, 1956 the administrative set up of the Education Department was
reorganized. The Director of Public Instruction continued to manage the
administration of the Education Department and District Educational Officers
in the place of Divisional Inspectors began to exercise control over the high
schools. The pattern of the academic schools was reorganized.
In the year 1956 there were 762 high schools in the state. Of these 140
departmental and 622 under private managements.
The increase in the number of High School from 1980-81 to 2005-2006
is presented in Table No.1
22
TABLE No. 1
No. of High Schools in Kerala
Year Government Private
Aided
Private
Unaided
Total
1980-81 789 1122 65 1976
1981-82 893 1123 64 2080
1982-83 902 1270 64 2236
1983-84 912 1347 64 2331
1984-85 934 1370 72 2397
1985-86 934 1380 93 2422
1986-87 938 1383 108 2430
1987-88 939 1382 109 2431
1988-89 940 1382 110 2432
1989-90 941 1379 110 2430
1990-91 961 1380 111 2452
1991-92 963 1380 129 2472
1992-93 963 1380 129 2472
1993-94 967 1374 126 2472
1994-95 975 1380 131 2486
1995-96 976 1394 203 2573
1996-97 975 1395 210 2580
1997-98 976 1394 214 2584
1998-99 976 1394 215 2585
1999-2000 979 1397 220 2596
2000-01 986 1415 217 2618
2002-03 984 1409 215 2608
2003-04 991 1422 229 2642
2004-05 995 1423 363 2781
2005-06 996 1428 366 2790
The above table shows that years 95-99 witnessed an increase in the
number of high schools. During 1980-81 total number of high schools (Govt.,
Private Aided, Private Unaided) were 1976. During 1990-91 the total number
increased to 2452. The percentage of increase is 19. During 2000-2001 the
number of schools increased to 2618. Total percentage in growth is 24. During
23
2005-06 the number of schools increased to 2790. Total percentage in growth
is 6.7.
The District wise distribution of different types of Secondary Schools in
Kerala during 2005-06 is presented in Table No. 2
TABLE No. 2
Number of Schools in Kerala 2005-2006 (District wise)
District
High School
Total Government Private
Aided
Private
Unaided
Thiruvananthapuram 119 95 42 256
Kollam 76 131 14 221
Pathanamthitta 48 111 9 168
Alappuzha 58 129 9 196
Kottayam 60 166 22 248
Idukki 56 73 11 140
Ernakulam 87 175 48 310
Thrissur 80 150 31 261
Palakkad 61 79 33 173
Malappuram 82 84 79 245
Kozhikode 69 99 23 191
Wayanad 40 23 5 68
Kannur 83 80 23 186
Kasargod 77 33 17 127
Total 996 1428 326 2790
The table shows that the maximum number of schools is in Ernakulam
District and minimum in Wayanad District.
The growth in the number of teachers in High Schools from 1990-91 to
2005-2006 is presented in Table No. 3
24
TABLE No. 3
No. of Teachers in Kerala High Schools from 1990-91 to 2005-2006
Male Female Total
1990-91 72798 118210 191008
1995-96 63998 125018 189016
1996-97 62885 125602 188487
1997-98 61839 125704 187543
1998-99 60396 124383 184779
1999-00 59862 155202 185064
2000-01 58558 123628 182186
2001-02 57048 122069 179117
2002-03 56372 120248 176620
2003-04 54452 119355 173809
2004-05 53955 121289 175244
2005-06 53812 122757 176569
The table shows that the growth in the number of teachers in High
School from 1990-91 to 2005-06. Maximum number of male teachers shows
during 1990-91 and female teachers during 1999-2000.
District Wise Distribution of High School Teachers during 2004-2005 is
presented in Table No. 4.
25
TABLE No. 4
Teachers in Kerala 2004-2005 (District wise) Secondary Section
District Male Female Total
Thiruvananthapuram 1712 4235 5947
Kollam 1394 3208 4602
Pathanamthitta 614 1927 2541
Alappuzha 938 2898 3836
Kottayam 1059 2614 3673
Idukki 712 1154 1866
Ernakulam 1173 4359 5532
Thrissur 1054 4134 5188
Palakkad 1623 3118 4741
Malappuram 4059 4066 8125
Kozhikode 2831 2755 5586
Wayanad 654 715 1369
Kannur 2362 2418 4780
Kasargod 1290 1068 2358
Total 21475 38669 60144
The table shows that Malappuram district has witnessed an increase in
the total number of High school teachers during 2004-05.
The enrolment of students in Government, Private Aided and Private
Unaided During 2006-2007 is presented in Table No. 5
26
Table No. 5
Students in Kerala 2006-2007 (District and Management wise) All
Communities
Government Aided Un aided Total
Thiruvananathapuram 196043 182536 58531 437110
Kollam 121990 194055 24132 340177
Pathanamthitta 33392 94319 13891 141602
Alappuzha 72948 169291 13188 255427
Kottayam 41787 181922 21356 245065
Idukky 41325 87734 9168 138227
Ernakulam 743390 253324 49362 377076
Trissur 88672 314208 36154 439034
Palakkad 138037 263582 29397 431016
Malappuram 266085 443525 55355 764965
Kozhikode 129968 309665 20836 460469
Wayanad 62912 59965 3519 126396
Kannur 87742 257475 16419 361636
Kasargod 106668 81515 13093 201276
Total 1461959 2893116 364401 4719476
The table shows that Malappuram district has witnessed an increase in
the total number of enrolment of students in Kerala districtwise and
managementwise – all communities.
The District wise distribution of the drop-out percentage of students
belonging to all communities scheduled castes and scheduled tribes is
presented as Table No. 6.
27
Table No. 6
Drop-out % of students 2004-05
All Communitiess Scheduled caste Scheduled tribe
District Boys Girls Total Boys Girls Total Boys Girls Total
TVM 0.88 0.65 0.76 1.16 0.82 0.99 3.58 2.75 3.15
KLM 0.63 0.49 0.56 0.98 0.67 0.83 0.45 0.00 0.26
PTA 0.32 0.19 0.25 0.42 0.20 0.31 0.35 0.62 0.47
ALP 0.74 0.45 0.60 1.17 0.67 0.93 2.22 0.30 1.35
KTM 0.72 0.45 0.58 0.71 0.55 0.63 1.48 0.69 1.10
IDY 2.02 1.31 0.68 2.35 1.92 2.14 2.07 3.05 4.13
EKM 1.30 0.70 1.01 1.77 0.93 1.37 3.02 1.83 2.48
TSR 1.20 0.91 1.06 1.80 1.29 1.55 3.61 3.24 3.39
PKD 1.79 1.31 1.55 1.38 1.00 1.20 3.92 3.48 3.71
MPM 1.31 0.76 0.95 1.16 0.74 0.96 4.50 4.34 4.43
KKD 0.97 0.62 0.80 1.12 0.57 0.85 1.75 1.38 1.55
WYD 2.94 1.92 2.44 2.58 1.37 2.00 6.99 5.34 6.19
KNR 1.25 0.86 1.06 2.11 1.59 1.86 3.82 3.47 3.65
KSD 2.17 1.43 1.81 3.37 2.50 2.95 3.15 2.07 2.63
TOTAL 1.19 0.81 1.00 1.38 0.93 1.16 4.74 3.62 4.20
The above table shows that dropout percentage of students in Wayanad
district is very high, in all communities and scheduled tribe. Dropout
percentage of scheduled caste students is very high in Kasargode district.
The plan and non plan expenditure for higher education from 1995-96 to
2005-2006 is presented as Table No.7
28
TABLE No. 7
Expenditure on General Education (Rs. In Lakhs)
Secondary
Year Plan Non Plan Total
1995-96 1250.82 42089.84 43340.66
1996-97 2403.66 46942.93 49346.19
1997-98 2297.66 51535.44 53833.10
1998-99 3102.98 56601.61 59704.59
1999-00 1018.98 80284.54 85936.83
2000-01 5237.54 80522.04 85759.58
2001-02 5331.47 90249.18 75580.65
2002-03 4643.07 91078.5 95721.57
2003-04 495.15 106050.47 106545.62
2004-05 2567.82 87820.98 89918.73
2005-06 3906.00 100684.09 104590.09
The table shows that expenditure on general education is very
high during 2001-02. But in non plan 2003-04 is very high.
District and section wise drop out of students during 2004-05 is
presented in Table No. 8
29
TABLE No. 8
Drop-out of students 2004-05
All Communities Section wise
LP Section UP Section High Section Total
Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total
TVM 1.12 0.88 1.00 0.47 0.31 0.39 0.72 0.55 0.63 0.88 0.65 0.76
KLM 0.40 0.32 0.36 0.34 0.20 0.27 1.06 0.88 0.97 0.63 0.49 0.56
PTA 0.66 0.37 0.51 0.15 0.08 0.12 0.43 0.18 0.31 0.32 0.19 0.25
ALP 0.49 0.39 0.44 0.51 0.21 0.37 0.99 0.63 0.82 0.74 0.45 0.60
KTM 0.56 0.49 0.53 0.34 0.19 0.27 1.13 0.54 0.84 0.72 0.45 0.58
IDY 1.66 1.49 1.58 1.05 0.54 0.81 3.05 1.62 2.36 2.02 1.31 1.68
EKM 1.11 0.86 0.98 0.53 0.24 0.39 2.09 0.86 1.48 1.30 0.70 1.01
TSR 0.51 0.51 0.51 0.59 0.50 0.55 2.47 1.58 2.03 1.20 0.91 1.06
PKD 1.30 1.19 1.24 0.75 0.52 0.64 3.10 1.96 2.53 1.79 1.31 1.55
MPM 0.79 0.69 0.74 0.54 0.20 0.38 1.93 1.30 1.62 1.13 0.76 0.95
KKD 1.22 1.00 1.11 0.36 0.20 0.28 1.11 0.51 0.82 0.97 0.62 0.80
WYD 2.69 2.16 2.43 1.47 0.98 1.23 4.06 1.91 3.00 2.94 1.92 2.44
KNR 0.83 0.68 0.76 0.65 0.41 0.48 2.24 1.34 1.80 1.25 0.86 1.06
KSD 1.32 1.15 1.23 0.98 0.56 0.78 4.00 2.37 3.22 2.17 1.43 1.81
TOTAL 0.96 0.80 0.88 0.56 0.33 0.45 1.88 1.12 1.50 1.19 0.81 1.00
The table shows that dropout of students in High school section is
very high in Kasargode district during 2004-05.
The period from 1957 to 1959 saw some important developments in the
field of secondary education besides the changes brought about by the
aforesaid legislative measures. The academic and administrative works
connected with high schools became the main functions assigned to the District
Educational Officers subordinate to the Director of Public Instruction.
Government accepted the recommendations of the Expert Committee to
introduce necessary changes in the syllabus prepared during the time to suit the
needs of school children.
30
Government which came to power in 1960 amended the Education Act
and Rules. Amendments incorporated in the act and rules adversely affected
the status and privileges of teachers. In addition to these changes, the
reorganization of the education department was effected in 1962 creating the
post of Regional Deputy Directors entrusted with the administrative works
connected with the high schools.
Significance of teaching profession was recognized through the
distribution of awards to the selected teachers. The syllabus prepared in 1961
came into force during 1962-64. The scheme of S.S.L.C Examination was
changed in 1964 and hence forth the “Revised scheme” came into practice.
In 1964 the State Institute of Education was created and the State
Education Advisory Board was reconstituted. The ministry that assumed
power in 1967 terminating the president‟s rule amended the Education Act,
establishing the authority of the Government to take disciplinary action against
the aided school teachers. The amendments inserted in the rules also influenced
the teaching population in a different manner. The State Education Advisory
Board was reconstituted in 1967. Opening of new schools and the consequent
fall in the strength of class divisions affected the teachers badly. Various other
measures in relation to the teachers and head masters were adopted by the
government. Secondary education became free to all children from the
31
academic year beginning with 1969. Schools of Kerala followed the syllabus
adopted during 1962-64 with slight modification till 1969.
The Work Experience Programme was introduced in the state in 1969-
70. It is now implemented on four different lines. They are (1) work
experience programme (2) work oriented education (3) socially useful
productive work and (4) vocational education in High schools.
From the beginning of independence, we have nationally addressed
ourselves to the problems of education in the country. The first commission
that was appointed by the Government of independent India was the University
Education Commission of 1948 under the chairmanship of
Dr.S.Radhakrishnan. The commission accepted that a higher secondary stage
be in the form of three year degree courses. This was followed in 1952-53 by
the Report of the Secondary Education Commission. This commission headed
by Dr.A.L.Madaliar, recommended the starting of higher secondary education,
to be followed by a three year degree course. In 1964-66 Government of India
appointed an Education Commission known as Kothari Commission which
was asked to make recommendations regarding the improvements to be
effected at all stages of education.
The state of Kerala was one of the first states in the country to adopt a
whole sale restructuring of the curriculum on the lines suggested by the
Kothari Commission. The preliminary work for the reform of the school
32
curriculum of the state commenced in 1970. The revision was completed in
1974. The first batch of students under this scheme, completed their secondary
school education in 1976.
The usual policy of revising the school curriculum of the state once in
five years was not followed for the curriculum introduced in 1974. The old
curriculum was retained with minor changes for nearly a decade.
At the time of the adoption of the changed curriculum in the state, the
NCERT was also designing curriculum materials on the items suggested by the
Kothari Commission, for adoption by the states and other examining bodies
like the Central Board of Secondary Education. The NCERT brought out a
publication entitled “The curriculum for the Ten year school A frame work”,
in 1975 which served as the basis for many of the curricular reforms in the
country. The new committee, the “Review, Committee on the Curriculum for
the Ten year school” was appointed in 1977 with Shri Isarba Patel as
Chairman.
While the state of Kerala shares many educational problems with other
states and regions of the country, it need to be noted that in some important
respects Kerala differs from the other states. The state leads other Indian states
in her educational attainment like percentage in literacy and school enrolment,
spread of higher education, extending educational opportunities to the weaker
and socially under privileged sections of the community, retention of pupils at
33
different levels of education, starting of new educational institutions and other
similar indices of educational attainments.
Many of the industrial establishments in India employ a vast number of
the semieducated or semitrained or semiskilled people from Kerala. Many of
the jobseekers from Kerala who go out of the state in search of employment
belong to this group. Again, a substantial number of people go in search of jobs
to the Middle East countries. Many of the job seekers are frustrated in their
attempts to find suitable jobs because the usual secondary school education to
which most of the people have been exposed is only a general education which
is unsuited for any form of gainful employment. Many of the educational
problems of the state at the school level, there fore, are peculiar and need to be
specially considered in any proposal for reform of the school curriculum.
The Government of Kerala decided late in 1982 to initiate urgent
measures for reforming the school curriculum. The Government decided to
constitute a Steering Committee for advising them on the general policies to be
followed for curriculum reforms in the state as per their order G.O.Ms.
187/82/G-Education dated 14/12/1982. The Steering Committee suggested that
the new curriculum should be implemented from the academic year 1984-85.
34
The criteria worked out by the committee are
1. Realism and flexibility
2. Mother tongue or the regional languages as the medium of instruction.
3. Vocationalisation
4. The adoption of new teaching learning strategies
5. Reducing curriculum load
6. Introduction of additional languages
7. Special emphasis in the language used as the medium of instruction
8. Knowledge of Indian culture
9. Subject for special study.
10. Comprehensive evaluation.
The first step in any curriculum revision is the identification of the goals
to be reached through the operation of curriculum. In other words, it is
necessary to define the specific behavior changes which one seeks to effect
when the new curriculum is put to use. The purposes of ten year schooling,
according to the present committee will be.
1. To develop the basic communication and comprehension abilities
which will help a child to understand the principles governing the
functioning of the physical, biological and the social environment.
35
2. To provide the child the basic knowledge, understanding, skills and
attitudes that will help him to make a scientific study of the physical
biological and social environment and apply them.
3. To develop the ability for scientific thinking and a positive attitude
towards the method of science and the products of science.
4. To develop essential skills which will help the child to function
efficiently in work situation, and a reasonable liking for different
forms of manual work.
5. To develop in the child a general appreciation for the finer elements
of human thought and culture by acquainting him with our cultural
heritage and enable him to make a critical appraisal of the same
applying the methods of science.
6. To develop in the child the basic skills needed for different forms of
aesthetic perception and appreciation.
7. To develop in the child the basic virtues like patriotism, and feeling
for one‟s motherland, orderly behaviour and self imposed discipline,
intellectual honesty integrity, tolerance and simplicity which are
needed for sustaining our democratic institutions and
36
8. To create a mental disposition in the child that he has to make an
active contribution to total developmental efforts of the country in
return for the benefits which he derives from its social institutions.
These objectives can be realised only if education up to the school level
is made available to every individual irrespective of caste, creed, sex, age,
place of birth or economic circumstances and in such a way that learning is
combined with meaningful forms of work. It is essential that the education
provided to the child should be work centered.
The Objectives of Secondary education prescribed are
1. To develop the basic language skills in the learner in all the
languages included for study.
2. To acquaint the learner with important development in the Sciences,
Mathematics and Social Science, with special emphasis placed on
the use of the scientific method and the application of science to
practical situation.
3. To develop in the learner important word skills in selected areas of
social activity by providing him with select pre-vocational and other
relevant forms of work experience.
37
4. To acquaint the learner with the cultural heritage of his immediate
social environment and use this as a stepping stone for the study of
the achievements of different nations and cultures and
5. To develop in the learner the basic social skills and attitudes required
for his efficient functioning in a democratic society and in different
forms of productive activities.
DISTRICT PRIMARY EDUCATION PROGRAMME (D.P.E.P)
The Revised National policy on Education and the 1992 Programme of
Action provide the basic policy frame work for central and state investment in
primary education development. The objective for primary education indicated
in the policy document are:
1. To reduce drop outs;
2. To improve learning achievements and
3. To expand access for unreserved students.
To achieve these policy objectives, Government of India initiated the
District Primary Education Programme as a Centrally Sponsored Programme
by providing financial and technical support to the States and districts in
reforming primary education. In phase I, this IDA/EC assisted programme was
implemented in 42 districts spread over seven States in the country such as
38
Assam, Madhya Pradesh, Haryana, Karnatakam Maharashtra, Tamilnadu and
Kerala. In Kerala, the programme was implemented in Malappuram,
Kasargode and Wayanad districts. In phase II, the programme was extended to
Palakkad, Idukki, and Thiruvananthapuram districts. The Credit/ Project
Agreements between the IDA and the Central and State Government were
signed on 22nd
July 1994 and on 15th
July 1996 for phase 1 and phase II
respectively.
The objectives of the program were:
(1) To reduce differences in enrolment, drop out and learning
achievement among gender and social groups to less than 5%.
(2) To reduce the over all primary drop out rates for all students to less
than 10%
(3) To raise the average achievement levels by 25% over measured base
line levels and to ensure achievement of basic literacy and numeracy
competencies and a minimum of 40% achievement level in other
areas of competency by primary school children.
(4) To provide, access for all children to primary education , i.e. primary
school in where ever possible or its equivalent non formal education.
39
SARVA SIKSHA ABHIYAN
Sarva Shiksha Abhiyan is an effort to universalize elementary education
by community – ownership of the school system. It is response to the demand
for quality basic education all over the country. The SSA programme is also
an attempt to provide an opportunity for improving human capabilities to the
poorest children, through provision of community owned quality education in a
mission mode.
Aims and objectives of Sarva Shikha Abhiyan.
The Sarva Shikha Abhiyan is to provide useful and relevant elementary
education for all children in the 6 to 14 age group by 2010. There is also
another goal to bridge social and gender gaps, with the active participation of
the country in the management of schools. Its aim is to allow children to learn
about and master their natural environment in a manner that allows the fullest
harnessing of their human potential both spiritually and materially.
(1) All children in school education guaranteed centre, Alternate school,
„Back-to-school‟ camp by 2003.
(2) All children complete five years of primary schooling by 2007.
(3) All children complete eight years of elementary schooling by 2010.
40
(4) Focus on elementary education of satisfactory quality with emphasis on
education for life.
(5) Bridges all gender and social category gaps at primary stage by 2007
and at elementary education level by 2010.
(6) Universal retention by 2010.
Sarva Shikha Abhiyan has two aspects – (1) It provides a wide
convergent frame work for implementation of elementary education schemes.
(II) It is also a programme with budget provision for strengthening vital areas
to achieve universalisation of elementary education.
Thus a perusal of the Secondary education of Kerala reveals that there
has been impressive quantitative improvement, but attempts for qualitative
uplift is yet to give full dividends.