IT IS universally known that every child has an innate ability to seek, to explore and to discover, although the speed and goals may differ. It follows that the role of educators should be to provide age-appropriate facilities and an encouraging environment.
In reality, after just a few years of final education most Indian children (urban and rural) regard school as a necessary evil deriving little pleasure out of studies. In other words, our education system effectively kills the natural joy of learning, which every human being is blessed with.
Recently, I read a news item in which SY Qureshi, Secretary, Ministry of Youth Affairs and Sports, suggested making mathematics optional beyond Class VIII. I welcome the suggestion because in effect, this module of schooling ran successfully in our country in the 60s and 70s. One had to choose one’s stream after Class VIII, namely, Science, Commerce or Humanities. A three-year consolidated course followed, which preceded college education. The Course progressed systematically in a stepwise manner with strong emphasis on practicals (for science stream).
An average product of this system had a good grasp over the subjects and could cope with the final examination at the end of three years without feeling overburdened. In contrast if CBSE were to announce clubbing together of Class IX and X courses for the Board exam, let aside X and XII, there would be a country wide hue and cry, widespread self immolations and God knows what !
{{/usCountry}}An average product of this system had a good grasp over the subjects and could cope with the final examination at the end of three years without feeling overburdened. In contrast if CBSE were to announce clubbing together of Class IX and X courses for the Board exam, let aside X and XII, there would be a country wide hue and cry, widespread self immolations and God knows what !
{{/usCountry}}The basic idea behind introduction of 10+2 was to give a good working knowledge of all subjects to all students after which, a major chunk was expected to diversify to various vocational courses. Unfortunately, the latter never happened. Now a large number of students had to find their way through a complex maze of hurriedly and haphazardly designed courses.
Coming to the plight of the hapless student at the plus 2 stage, a Class XI student has merely superficial knowledge of a vast variety of topics. The pursuit of knowledge, which should have enabled him to embark on a stimulating journey of discovery, becomes a disillusioning and tedious process of information gathering.
In a recent survey conducted by OECD, Finnish schools were adjudged to be the best in the world. Educationists in Finland firmly believe that true learning comes only from seeking information. Lecturing students and recording what the teacher says hardly leads to any significant learning.
In India, the student who is already on shaky ground, is bombarded with abstract ideas prescribed by a syllabus with missing links, making it impossible for him to feel comfortable with the topics. A mad rush for the burgeoning coaching classes is also a noteworthy fallout.
It is imperative that a certain lapse of time and a certain level of mental receptivity are important factors to be taken into account. Instead, we have managed to produce an entire generation of youngsters, which lacks an intuitive insight into the subject, thereby, lacking confidence and will power. It is time to resuscitate the system. The important part is to nurture creativity and joyous learning. A broad understanding of one’s subject is required.
If as a country we wish to be a formidable force, we must adopt an education policy, which creates a conducive climate for learning. We have the infrastructure and the grey cells. We only need to put in some thought and sensitivity into framing our education policy. We have been pioneers and leaders in ancient times. Let’s do so again.