The ‘Committee on Orientation of Secondary Education’ constituted by the ‘Department of Secondary School Principals’ suggested the following functions of secondary education:
(1) Development of Knowledge and Integration:
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It is the function of secondary education to develop the knowledge of students and its integration according to definite programmes, may be that those programmes are in a diminishing degree.
The practice of all those programmes should continue so long as their increasing intellectual level does not imbibe desirable general ideals, tendencies, appreciation, knowledge and training, permanently.
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(2) Fulfillment of Probable Future Needs:
The reorganisation of secondary education is necessary in order to fulfill the probable future needs of the students by explaining to them the personal and social value of their needs, keeping in view their capacity, interest and maturity.
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(3) Knowledge of Traditional, Cultural, and Contemporary Social Duties:
Modern secondary education should be such as can cultivate progressive outlook as regards caste, creed, traditions, culture, society and the individual and through progressive programmes they should strive to fulfill their obligations to the above.
The students should be inspired to achieve success in the fulfillment of their desired needs. They should be taught all about the opportunities that lead to success in life.
(4) Awakening for Specialisation:
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The secondary education should inculcate capacity for increasing specialisation and specific study.
(5) Provision of New Knowledge Correlated with Previous Knowledge:
The outline of the new knowledge based on previous knowledge should be so systematised that the students are able to understand easily by learning the laws, principles and importance of knowledge. But they should not confine themselves to that knowledge alone; rather they should be curious for more knowledge.
(6) To Create Interest in the Field of Human Activities:
The secondary education should create interest in the major field of human activities through personal happiness of students and social progress.
(7) Use of Progressive Teaching Methods, Independent Thinking and Research Principles:
Educational programmes based on independent thoughts, principles of research, cooperative and personal intelligence and self-directed practice should be implemented at this stage.
(8) Retention of Students in Schools upto Diminishing Return Level:
The students should be retained in the school as long as they are ready for independent study and it is felt that the school is no more useful to them. In such a situation, it is necessary to send the student to some other training institution or school where he is able to study according to his personality and capacity.
In 1934, the Progressive Education Society was constituted but it did not present any solid suggestion upto 1942. Thereafter it suggested that the responsibility of secondary education be shifted to the States.
It also expressed the opinion that the State governments should be free to formulate aims of secondary education. Similarly, for formulating educational policies for secondary education, Education Policies Commission was appointed in 1944.
This Commission considered it necessary to keep secondary education free from the distinctions of sex, colour, creed, environment, place or State and suggested that it be made well-balanced.
In 1947, the Commission on Life Adjustment Education was appointed to re-assess educational aims. This Commission proposed the following suggestions for adjustment in life and recommended to conduct education on the same basis:—
(1) Secondary education, specially, should be able to provide worthy citizens.
(2) This education should acquaint the students with daily life activities.
(3) This education should provide worthy home- membership.
(4) This education should enable the citizen to utilise leisure properly.
(5) This education should familiarise the citizen with the fundamental tools of learning.
(6) This education should provide proper vocational training to the citizens.
(7) This education should inculcate power of appreciation of beauty in order that they are able to understand Art and Nature.
(8) Through this education, one should understand the significance and methods of science.
(9) This education should provide mental health and physical fitness.
(10) That education should be provided to boys and girls, which may cultivate in individuals the capacity for ethical thinking and evaluation of ethical principles.
The above recommendations for adjustment forced the administrator of every school to re-assess the organisation of secondary education. Gradually, ‘adjustment for life’ objective found an important place in the curriculum, educational policies and aims.
The Commission advised that the prescribed policies be followed according to the local environment, needs and traditions. Various subjects were provided to satisfy the interests and needs of the students and accordingly buildings, teaching and learning facilities, means and teaching methods were provided.
In spite of various difficulties, the curriculum was framed for balanced and proper adjustment in life.