Revamping the Education sector comprehensively : Vanam Jwala Narasimha Rao

Revamping the Education sector comprehensively

Vanam Jwala Narasimha Rao

The pioneer (20-07-2020)

Chief Minister K Chandrashekhar Rao while reviewing the education sector in the state, has hinted at revamping it comprehensively, especially with regards to the government educational institutions with reference to the curriculum, examination procedures, administration etc. This presupposes radical changes in the system to make it more relevant and useful to the ever-changing needs of the society.

India is a country whose 50% population is below the age group of 25 years and more than 65% of population is under the age group of 35. By this year end (2020) it is estimated that the average Indian age would be 29 years. By 2030 the literacy rate in the country would be 75 per cent. Based on the available data, it can be safely assumed that the country’s growing population and increasing educational institutions have the power to mould the system. It is thus, important that one should take advantage of the situation. In this context, the decision of the Chief Minister to bring in a sea change in the education sector becomes highly relevant.

The present-day education system from the primary schools to the universities is preparing the students for the examinations but not making them equipped to face the harsh realities of the world. The existing system unfortunately follows the pedagogy as conceived and implemented by the British aimed at producing clerks for their administration, to serve Her Majesty’s interests. The same is till followed through the curriculum and the examination system.

There is a dire need to radically change the entire curriculum, co-curriculum, examination procedures from Primary to Post Graduation courses. In the 60s, in all the government schools, there were to be weekend classes on crafts and moral science. In the Pre-University Course as it was called then and under graduation course there was a subject known as general education covering all subjects in a nutshell. Same way, in the early 70s, in the Intermediate Course, all the students who opted for mathematics stream used to have one class in general biology while the Biology students used to have one class in general mathematics. Socially Useful Productive Work (SUPW) was part of curriculum but mostly in central schools.   

As part of reforms at the Primary Education level, from nursery to Fifth Standard in all the government and recognised private schools, examination or tests process may be done away. Instead, children should be taught basic languages, mathematics, science, hygiene, and inculcating good habits. The curriculum should have more fun, play and team building activities. As the child steps up to fourth and fifth class, once in a while they should be taken out to a local market, shop, farm etc besides exposing them to fine arts theoretically and practically. In other words, they should be exposed to the nature, public life and make them understand the importance of caring and sharing. Homework should be negligible or none.

As for the Secondary Education, from sixth to ninth standard, the students should be exposed to different crafts, such as carpentry, weaving, tailoring, masonry work, basic electrical works etc. This will enable them to imbibe what we call dignity of labour. There should be one class every week in which the students should be taught about basic values and morals. Instead of present day 9 AM to 5 PM school hours, teaching should be restricted for the morning session. Post lunch session should be for practical. Reduction in the homework is desirable. Exposure to IT shall begin here.

Every student after passing out from the Tenth Standard should be a matured and evolved person who can chart his way ahead with a little bit of guidance. He or she should be capable of planning the future to a greater extent.

In the Intermediate Education, besides the regular, MPC, BPC, CEC, MEC streams, there should be more rare combinations of students’ choice. It may be as rare as history and biology or biology and mathematics or geography and chemistry. Subjects like Agriculture, Horticulture, Forestry, Artificial Intelligence, Machine Learning could be included. The Intermediate Curricula should have skill development embedded to it. Polytechnic diploma courses should be integrated with the Intermediate Education. One should be able to get a gainful employment after the Intermediate Course, if need be.

As part of Higher Education, it has to be revamped to make it suitable for the industry, business, trades needs and the traditional humanities. Arts and social sciences streams should co-exist simultaneously. Like the good old experiment of the BITS Pilani, a student pursuing science stream should be able to study one subject in Arts, Humanities or social sciences. Similarly, a student pursing higher education in Arts should be able to study one subject from the science stream. There are cases of a biology student excelling in the subject electronics and ultimately ended up establishing one of the successful electronics companies.

Colleges and universities are to be linked and attached to the industry, commerce and trade sectors to identify the areas to be focussed for further research. The Companies, industrial houses, commerce and trade giants should invest in the research as part of their CSR.

Though we talk highly of our largest science graduate workforce in the World but there is no in-depth learning or knowledge in our students. Our examination, testing and marking systems should be designed to recognize students’ creative potential, problem-solving and innovative skills. The education system needs to be revamped to produce innovators, able administrators who can administer justice based on the ground realities, people who can work with passion and compassion in whatever field, job or position they are placed. But not surely, a cheap labour force that would become tech coolies for the developed countries. Despite having the highest number of engineering graduates in the world, we have no tech innovators. Our graduates and postgraduates are busy working for the call centres and back office operations for rest of the world which is not desirable.

As pointed out by a scholar on education, the goal of our education system should be to create entrepreneurs, innovators, artists, scientists, thinkers, and writers who can establish the foundation of the knowledge-based economy, rather than the low-quality service provider nation that we are turning into. The policymakers need to focus on improving the quality of teaching in the country.

While educating the minds of our youth, we must not forget to educate their hearts. However, if our country gets the education process wrong, the demographic dividend becomes a demographic disaster. Especially in a country like India, because the frustrated and under-educated youth population becomes prey to the blandishments of terrorism, and drugs.

All said and done, a role model teacher makes all the difference and the revamped education system should aim at onboarding the best teachers.

with VJM Divakar