ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

Articles by Rais AhmedSubscribe to Rais Ahmed


December 10, 1977 if the basic issues listed above are dealt with, the technical problems can also be solved. The occasion of switching over to the 10+2+3 system can be used to face up to some of these problems. The limited mode and manner of posing the question arises from the fact that as the school everywhere is a mirror of society, a just educational system cannot really be developed in an unjust society. The 10-year school as a work based general formation, with a multipoint entrance and exit provision, and equivalent non-formal learning built in for those who cannot attend school full-time, which also provides functional learning skills to adult illiterates is being developed. This restructuring is also used to provide a new deal to the teacher and to bring in the participation of the local community as a means of countering the essentially anti- innovation and anti-change character of all formal education systems everywhere, as the system is normally structured to conserve, transmit and diffuse received IN the welter of renewed controversy recently created about "10+2+3" and the rather unseemly haste to undo what the Education Commission had recommended and the Parliament accepted in 1968, the central point about the new educational system is almost completely lost. It is to make education an instrument of social change, to promote equality of educational opportunity and hence social justice, and to contribute towards national development. The present debate however, seems to be about relatively minor matters such as the structure of 10+2+3, or whether +2 should be in schools or colleges or about the 'heaviness' of the courses
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