10. Difference between the public and the private schools in terms of teaching-learning process;
11.
12.
13. Rabindra Nath Tagore:5 We all know that Tagore was the one who had spent the shortest period of his life in formal education. ‘School’ was the idea that he never likes because of the absence of informality between teacher and student. Thus, when he was nearly forty, he started ‘Santiniketan’ keeping in mind the informal set up that were missing in schools those days. And when he framed the curriculum there, ‘interaction’ was the key aspect of it. According to Rabindra Nath, a proper curriculum should be able to develop the following aspects of human personality;
25. The hand of the child be trained to draw geometrical figures before he learn to write, that its good hand writing should be taught from the beginning.
30. The second phase of education begins when a child is eleven years old and lasts up to sixteen.
31. The child should learn some vocation as preparation for future life.
32. He should acquire a general knowledge of world History, Geography, Botany, Astronomy, Arithmetic, Geometry and Algebra.
33. A boy or girl of sixteen years should know sewing and cooking.
34.
35.
36. Education regarding India’s cultural heritage needs to be imparted to students in order to develop national identity and a spirit of togetherness;
37. It is essential to impart knowledge of the citizens’ duties and rights, and ideals of the Constitution of India to children;
38. In view of the erosion of values, it is imperative through the curriculum to inculcate moral and social values amongst students;
39. Besides national identity and unity, it is also imperative to develop international understanding through the curriculum;
40. Protection of the environment and conservation of natural resources should be major objectives of school curriculum;
41. In view of the increasing population of the country, it is imperative to include suitable content relating to population education in the syllabi of different subjects;
42. The curriculum should aim at preparing a child for life, which means that relevant knowledge should be imparted and appropriate skills, competencies and values developed;
43. Education plays a significant role in national development by increasing human resources. Therefore, the primary objective of the curriculum ought to be total development of the child’s personality;
44. All the processes of education should be child-centered, with the teacher playing the role of a facilitator during the process of learning;
105. PODUCTIVITY: Productivity is a measure of output from a production process, per unit of input. In this present study the productive capacity of the secondary school students have been taken into account.
109. I’ve drawn a sample of 18 public and 3 private schools on the basis of population proportion (i.e. 160:28=18:3) and then interviewed a sample of 42 students (two students from each of the 18+3 schools).