பக்கம்:புதிய கல்வி முறை-10-2-3.pdf/65

45 (4) The three-year degree course would be a definite: improvement on the existing two-year course for the first degree. With this longer duration, it will be: possible to meet the demands of specialization as: well as of a broadbased general and interdisciplinary education and to make adequate provision for practical experience, field work and project-oriented studies. The introduction of problem-oriented interdisciplinary courses at the Master's degree levelo would also be greatly facilitated with the adoption. of 10+2+3 formula. Some Misconceptions In spite of all these academic considerations in favour. of the uniform adoption of the common pattern of 10+2+3. for school and college classese, it is really unfortuaate that. there are several misconceptions on the subject which interfere with a proper implementation of the programme. It isnecessary to clear these misconceptions if the programme ís . to succeed. There is an unfortunate tendency, in certain quarters, to: regard the arithmetic of the pattern (whether it is 11+2+2. or 11+1+3 or any other combination) as far more important than the substance of the reform which consists of the vccationalization of the higher secondary stage and improvement of standards, both in school and university education. I would like to state it categorically that the arithmetic of* the structure is of no consequence whatsoever and that even. the structure of the educational system is of little importance. We should not, therefore, look at this proposal of adopting: a new pattern of school and college classes on a uniform basis throughout the country either as an arithmetical problem or even as a purely structural problem. We must.