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

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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

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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.

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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

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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

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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

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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.

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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

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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.

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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.

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(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.