After the ten-year common programme of studies—which primarily focuses on language skills, scientific literacy, basic mathematical and social skills, cultural heritage of the country, and issues relating to political, economic, and social life and environment—students are ready for differentiated and specialized in-depth courses. These may include humanities, social sciences, science, mathematics, commerce, and a variety of vocational courses.

According to the Kothari Commission, the curriculum at this stage is organized under two streams:

1. Academic Stream
2. Vocational Stream

It is important to ensure that linkages between the two streams are maintained and systematically strengthened for holistic education.

Academic Stream

Objectives of Academic Courses

• Expose learners to higher levels of knowledge in various disciplines
• Introduce learners to different ways of collecting and processing data, and help them arrive at conclusions and generate new insights
• Promote problem-solving abilities and creative thinking to prepare citizens for a society committed to science, technology, and informatics
• Assist students in exploring their interests and aptitudes for choosing appropriate careers

Scheme of Studies

The curriculum comprises:

1. Foundation Courses
2. Elective Courses

1. Foundation Courses

All students, whether in academic or vocational tracks, must complete a foundation course. The focus is on a few highly significant elements to ensure the component of general education remains minimal yet meaningful.

Components of Foundation Courses:

• Language and Literature: Develops advanced communication, negotiation, reading, writing, and study skills, alongside a humane, appreciative, and futuristic approach to life.
• Work Education: Promotes work ethics, skill development, and healthy work habits, essential for productivity and self-fulfillment in all walks of life.
• Health and Physical Education: Ensures physical and mental health, including elements of adolescence education and sex education.

2. Elective Courses

Elective courses cater to diverse student needs:

• Students preparing for tertiary education
• Students preparing to enter the workforce

Vocational Stream

The vocational stream, introduced by the Kothari Commission (1964–66) and reinforced by the National Policy on Education (1986, revised 1992), focuses on providing skilled manpower with entrepreneurial competencies.

While formal employment opportunities in organized sectors are decreasing, self-employment and service sector opportunities are increasing. The vocational stream equips students with practical skills, knowledge, and entrepreneurial abilities.

Scheme of Studies

The vocational curriculum aims to develop skills and related knowledge for specific occupations or groups of occupations, preparing students for self-employment or wage employment.

Components of Vocational Curriculum:

1. Language:
   • Develops communication skills specific to the student’s trade or vocation.
   • Includes culture and literature to support emotional and intellectual growth.
   • Language choice depends on student needs and available infrastructure.
2. General Foundation Course:
   • Covers general studies, entrepreneurship development, environmental education, rural development, and ICT.
   • Sensitizes students to social, economic, political, and ethical issues.
   • Entrepreneurship development and salesmanship form a key component for self-employment readiness.
3. Health and Physical Education:
   • Regular physical training is included to maintain fitness.
   • Activities involve less physical strain due to students’ practical vocational work.
   • Recommended activities: yoga, meditation, light exercises, posture change, relaxation, and improvement of local sanitation and public health.
4. Vocational Electives:
   • Offers diverse options based on local needs, employment opportunities, student aptitude, and interests.
   • Specific courses are prepared based on tasks expected in each occupation.
   • Assessment is performance-oriented, using continuous and comprehensive evaluation.
   • Both process and product assessments are considered.
   • Certificates include competencies acquired and credits earned, providing a detailed record of student performance.

This structure ensures that higher secondary education is both academically rigorous and vocationally relevant, preparing students for higher studies or the world of work with a strong foundation in skills, knowledge, and values.