A revolutionary change to the Indian education system has taken place with the elimination of the class Xth board exams for the central education system. It is being considered as a partial fulfillment by the HRD ministry under the first 100 day agenda set by the new government installed in India after its thumping victory earlier this year. The first question which arises in everyone’s mind is- how will students be evaluated ? and the answer is just 6 letters- A+,A,B,C,D or E. Yes, the life of a student now will be dictated not by percentage but by grades; grades which will be a representation of a student’s demeanor, knowledge and co-curricular activities- in short his/her overall development.
Over the years many attempts have been made to revamp the current education system, from compulsory primary education, to free education for the economically backward segment of the society to restructuring the education curriculum. As commendable as these efforts might be, somewhere down the lane they encountered speed breakers and road blocks which stalled the effort. It will be looked at anxiously next year, when this new effort by the government is implemented across India.
As a norm of physics, every action has a reaction and as much as the government tries to market this reform positively it will have its initial (hopefully) negative implications. Looking at the positives of this reform, it was intended to – ‘de-traumatize’ the current education system and reduce the pressure and stress on students. The thought of an examination bring shrills down the spines of many students and add to this the word BOARD, and imagine the state of the students. I am sure many of us can relate to this having been there a decade ago. Replacing the timely examinations with continuous evaluations of students during the course of the academic year is a step in the right direction. Students will be judged on their overall performance in course, sports and classroom interactions. This gives an opportunity for those reticent first bencher's to learn to express themselves and put aside their introvert characters. This measure also gives way for the athlete to gain credentials by excelling in an area he/her is comfortable with. A creatively gifted individual who previously had the opportunity to expressive his talents only during the stipulated 45 min of class period, can now utilize this creativity throughout the course of the academic year to gain extra credits. Overall, it does not matter anymore if you know complex chemical reactions or understand quantum physics or know all the countries capital, but more about how do you express and utilize the knowledge you pose to understand. Under the continuous evaluation criteria, students will be able to apply their learning’s thought practical assessments, which I personally believe is a better way of learning that sitting on a hard wooden bench for 6 hours listening to a monotonic lecture. This process of evaluation also allows the flexibility of setting up a progressive curriculum where every stage of evaluation is inter-connected. That is to say, a curriculum is split into 4 phases where the teaching of phase 1 will be required to understand and apply the concepts of phase 2 and an understanding of phase 1 and 2 is required to progressive into phase 3 and 4. With this process, a comprehensive evaluation at the end of the academic year is eliminated reducing the burden on students. At every phase of the evaluation a student will have a better understanding of his/her strong points, resulting in a comprehension of their interests and passion. Who knows, we might see a reluctant engineer become a journalist, a confused doctor become an actor etc. For every contemporary student the end result of an examination is getting a high percentage, whether it is by studying long hours before the exam, memorising every word in the text book or even spending time writing those illegal resources on transparent papers, or post-its etc. But now with the word examination eliminated till the 10th grade, students will spend more understanding concepts rather than mugging them and practicing rather than writing their 'secretive notes'. I have come across many, and at time also guilty of memorizing the contents of a book and outputting it on the answer sheet without an iota of reasoning to what was being written. As they used to call it in school- garbage in garbage out! Over all I see this reform bringing about many positive changes in the education system which not only involves the school board but also teachers, students and parents.
Over the years many attempts have been made to revamp the current education system, from compulsory primary education, to free education for the economically backward segment of the society to restructuring the education curriculum. As commendable as these efforts might be, somewhere down the lane they encountered speed breakers and road blocks which stalled the effort. It will be looked at anxiously next year, when this new effort by the government is implemented across India.
As a norm of physics, every action has a reaction and as much as the government tries to market this reform positively it will have its initial (hopefully) negative implications. Looking at the positives of this reform, it was intended to – ‘de-traumatize’ the current education system and reduce the pressure and stress on students. The thought of an examination bring shrills down the spines of many students and add to this the word BOARD, and imagine the state of the students. I am sure many of us can relate to this having been there a decade ago. Replacing the timely examinations with continuous evaluations of students during the course of the academic year is a step in the right direction. Students will be judged on their overall performance in course, sports and classroom interactions. This gives an opportunity for those reticent first bencher's to learn to express themselves and put aside their introvert characters. This measure also gives way for the athlete to gain credentials by excelling in an area he/her is comfortable with. A creatively gifted individual who previously had the opportunity to expressive his talents only during the stipulated 45 min of class period, can now utilize this creativity throughout the course of the academic year to gain extra credits. Overall, it does not matter anymore if you know complex chemical reactions or understand quantum physics or know all the countries capital, but more about how do you express and utilize the knowledge you pose to understand. Under the continuous evaluation criteria, students will be able to apply their learning’s thought practical assessments, which I personally believe is a better way of learning that sitting on a hard wooden bench for 6 hours listening to a monotonic lecture. This process of evaluation also allows the flexibility of setting up a progressive curriculum where every stage of evaluation is inter-connected. That is to say, a curriculum is split into 4 phases where the teaching of phase 1 will be required to understand and apply the concepts of phase 2 and an understanding of phase 1 and 2 is required to progressive into phase 3 and 4. With this process, a comprehensive evaluation at the end of the academic year is eliminated reducing the burden on students. At every phase of the evaluation a student will have a better understanding of his/her strong points, resulting in a comprehension of their interests and passion. Who knows, we might see a reluctant engineer become a journalist, a confused doctor become an actor etc. For every contemporary student the end result of an examination is getting a high percentage, whether it is by studying long hours before the exam, memorising every word in the text book or even spending time writing those illegal resources on transparent papers, or post-its etc. But now with the word examination eliminated till the 10th grade, students will spend more understanding concepts rather than mugging them and practicing rather than writing their 'secretive notes'. I have come across many, and at time also guilty of memorizing the contents of a book and outputting it on the answer sheet without an iota of reasoning to what was being written. As they used to call it in school- garbage in garbage out! Over all I see this reform bringing about many positive changes in the education system which not only involves the school board but also teachers, students and parents.
On the flip side, this reform measure has its dark patches which need to be addressed before active implementation. One big issue which I see is the disparity in grade allocation for respective score percentages. Under this new system the interval between minimum and maximum for a grade is considered irrational. A student scoring 90% and 99% are under the same grade bracket of A+. I believe that this disparity must be reduced to a small range introducing intermediate grades. In this day and age, every student knows the value of 1% and is ready to put that extra effort to earn that percentage, but with this grading system, the 1% is now changes to 10% which is inversely proportional to the effort and competitive spirit of a student. This concern also has a conjunctive relation to the admissions process where a decimal difference can make or break a student’s chances of admission into a reputed institution. Where will the institutions draw a line now? If there are 50 seats in an institution and the admission criteria is set to grades higher than A, what will the institution do if they get 150 A+ applicants? Where is the infrastructure for these 150 applicants? Digging deeper, if the institutions decide to take up an elimination process by conducting an examination, what’s the purpose of having the grading system? Something for the ministry and institutions to think about! Moving on to other concerns, consider a student who opts out of the 10th board but due to unforeseen circumstances has to relocate and to his misfortune the best institute in the region accepts only scores secured during a board exams for admission. Where will the student go now? The very fact that this reform has not been communized between different educational boards will hamper the flexibility we enjoyed of changing schools after our 10th grade. One factor which I fear the most is personal vendetta and favoritism between a teacher and a student or to put is subtly, discrepancy in evaluation. Internal assessment gives way for personal vendetta and favoritism towards a student to be settled during evaluation. The disparity of what a teachers thinks is worth a high grade may change between teachers from a neighboring class or even a neighboring school. A school in a small town might not have all the facilities to evaluate the performance of a student as par as a school in a big city. Where did reasoning for communizing the education system go now?
As much as we draw pros and cons on this reform, the silver lining lies on the fact that a step in the right direction was perceived and implemented. Parents, students and teachers are crying out loud for a change in the system, but I rather look at a revamp of the system. Today’s young India is competitive, dynamics and hungry for success which is recognised and appreciated all around the world. Now wonder President Obama compares the intellect of Indian students with those from his own back yard, while talking of a educational revamp in America. Any future reform intended should be perceived, with these qualities continuing to remain as an integral part of our education.
No comments:
Post a Comment