41 courses which would be terminal in character. The Commission also felt that the enrolment in courses of a vocational or terminal character should be as high as 50 percent of the .total. It must also be pointed out that the education Commisision was not happy with the existing higher secondary pattern of 8+3 which provides seven different streamsHumanities, Science, Technical, Commercial, Agriculture, fine Arts and Home science and requires every student to join one stream of his choice. The vocational courses provided in this pattern have one major weakness; their vocational content necessarily remains weak because the (total time available is limited. These courses, therefore, do not become terminal and do not prepare the students for the pursuit of a vocation at the end of the secondary stage. In fact, they do not even prepare them for admission to the corresponding vocational courses at the university stage. The vocational courses in this stream have therefore never become either popular or terminal. Since the programme of vocationalization of secondary education is extremely important and since it is obviously urgent to divert a fair proportion of students into different walks of life at the end of the secondary stage and thus reduce the pressures on university admissions, the Education Commission rightly came to the conclusion that the existing higher secondary pattern of 8+3 should be replaced by the proposed higher :secondary pattern of 10+2. Two important points must be mentioned in regard to the proposed reorganisation of school education: (1) In the old days, and even in the multipurpose system introduced by the Secondary Education Commission, science and mathematics tended to be
