Dadhi, Rc. (1998). A Critical Appraisal of the Secondary School Geography Curriculum of Orissa. Unpublished. Ph.D., Education. Berhampur University.

The objectives of study were: (1) To analyze the Objectives of teaching Geography and Syllabus in Geography in the light of Opinion of teachers and students. (2) To find out the relative importance of various topics. (3) To compare the syllabus in Geography of Orissa with that of NCERT & CBSE (4) To assess the present operational situations relating to Geography curriculum. To assess: (a) Adequacy of textbooks prescribed; (b) Methodological approaches adopted for teaching; (c) Facilities available for teaching the subject and (d) The evaluation process adopted for assessment objectives of teaching Geography.

Researcher used Survey Method.

The findings of study were: (1) The objectives of knowledge and understanding are given more importance by Geography teachers and skill and map work and application by students. (2) The weightages given to the subject Geography, in secondary school curriculum of Orissa verified from 5.71% to 6.66% during 1963 to 1991. (3) The present weightages of 75 marks in Geography was agreed by teachers, head masters and experts. (4) The present syllabus of Geography gave more importance to Physical Geography & regional studies of India and Orissa, Whereas continental studies and solar system are neglected. (5) ICSE & CBSE examines only the syllabus of class X where as Orissa, BSE examine the syllabus of class IX & X. (6) BSE- Orissa syllabus has no provision of practical work and project work. (7) Weightages given to Geography in curriculum in ICSE, CBSE and BSE - Orissa are 9.09%, 7.00% and 6.66% respectively. (8) The central emphasis of NCERT and BSE- Orissa Geography syllabus is on the study of the Interaction of Man and Environment and its effect, ICSE syllabus concentrates on the map-work and BSE - Orissa on conceptual clarity of Geography phenomena. (9) BSE - Orissa curriculum is centred around cognitive aspect, NCERT syllabus on applicability and ICSE on development of Geographical skills. (10) Geography text-books presented by BSE Orissa are not written according to the objectives of teaching Geography. It does not help in developing skill in map work. They require improvement in aspects of papers, finding, get up, illustrations, colored maps, work-sheets and guideline for teacher. (11) Only 3.94% of teachers teaching Geography had Geography at graduation level. (12) Majority of schools in Orissa did not have a properly qualified and trained Geography teacher. (13) Only 42.62% of Geography teachers had attended in-service training in Geography. (14) No school of the state possessed the required quality of audio-visual aids. (15) 15 schools did not posses a single map or chart to teach Geography. Overall situation of instructional materials required for teaching Geography in schools was very dismal. (16) Excursion method and field trip method are not used in teaching Geography. Teachers rarely used cut-out maps, drew maps on black board, used hand-drawn maps. Occasionally used printed maps. (17) Geography teachers were interested to complete their courses and examination oriented. No activities related to geographical co-curricular activities were organized in schools. (18) A wide gulf was observed between the objectives of teaching Geography and questions set in HSC examinations and text-book exercise items. (19) Gross deviations from standard principles of test construction were noticed in the Geography questions papers of HSC examinations. (20) Central valuation system beset with a number of defects like hurried evaluation and evaluation by incompetent teachers and scope of favoritism. 

Keyword(s): Orissa, Critical Appraisal, Secondary School , Geography