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Dr. Goutam Patra

Principal, Government Training College Hooghly, West Bengal, India

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Showing posts from December, 2019

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Quality Education in the present century and the Gandhian view points on Education.

on December 13, 2019

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Recommendations of Secondary Education Commission (1952-53)

Introduction: The Secondary Education commission known as Mudaliar Commission was appointed by the government of India in term of their Resolution to bring changes in the present education system and make it better for the Nation. Dr. A. Lakshmanswami Mudaliar , the Vice-Chancellor of Madras University was the chair person of this commission. The commission has observed, “We have to bear in mind the principle that secondary education is a complete unit by itself and not merely a preparatory stage, that at the end of this period, the student should be in a position, if he wishes, to enter on the responsibilities of life and take up some useful vocations. The age at which the child is to begin his secondary education and the age up to which it should be continued is therefore, a matter of considerable importance. It is now generally recognized that the period of secondary education covers the age-group of about to 17 years. Properly planned education, covering about 7 years

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INTRODUCTION: India is one of the few countries world over where the education of children with special needs doesn’t fall within the purview of human resource development ministry. The prime focus of HRD is rehabilitation, not education. In fact, till today it does not have education as part of its agenda and the issue of education of children with disabilities remains imperceptible. But the segregation of children with challenging needs from scholl surroundings is morally unjustifiable and a violation of human rights. Indeed over 36 million disabled children need special education which will ensure ‘equalization of educational opportunity’-a prime objective taken by the Kothari Commission. It is perfectly observed that Seventy-eight percent of Indian population lives in rural areas without provision for special schools. Therefore, steps from all concerned need to be taken to make main stream schools inclusive and the central and state governments have to train their teachers to

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