Author: J S Rajput
Publication: The Hindustan Times
Date: October 10, 2002
It was a debate that drifted from
professed objectives. A nationwide discussion on the shape of school education
in the 21st century could be a sound professional and academic exercise
with valuable inputs from all the stakeholders. This is what NCERT attempted
when it brought out the Discussion Document on National Curriculum Framework
in School Education in January 2000.
Based on the inputs received, the
Curriculum Framework was released in November 2002. It made some bold,
dynamic and 'pragmatic recommendations on various aspects of school education
keeping in view the available infrastructure and professional support and
the needs of the future generation.
A select few could not appreciate
that a curriculum renewal was critical to ensure that the nation keeps
pace with the changing times. They ignored all the professional recommendations
and primarily picked up those on value education and about the religions
of India. Obviously, they had preconceived ideological notions. The NCERT
tried its best to clarify its stand in a professional manner. It is its
responsibility to ensure maximum possible consensus on issues like educational
change.
It is widely acknowledged that only
those who lead the change can cope up with it. Education is the vehicle
that prepares people for understanding and utilising all that is new.
The critical component to ensure
quality of human resources is the dynamic curriculum.
Technicalities were raised, including
those beyond the purview of NCERT, like the consultation with CABE. The
NCERT appreciated even those who attempted to derail its initiatives, as
they eventually proved helpful to the council. It is through their activities
that the Supreme Court found no fault with the action of NCERT In proposing
a curriculum suitable for the 21st century.
The NCERT realizes that the Supreme
Court's verdict delivered on September 12 places much greater responsibility
on it. It also appreciates that curriculum renewal is a continuous process
and NCERT would always be willing to bring in new elements. Its prime consideration
would be the child, his or her learning needs and the role of every child
as a future citizen.
In doing so, the most significant
recommendation in the nationwide consultations conducted by NCERT was the
one that echoed: ?Do something about value education.? Are we not interested
in ensuring that young children develop a healthy respect for secularism,
cultural pluralism, democracy, fundamental rights and other values? The
NCERT recommends that value inculcation be an integral part of all academic
disciplines. It does not discard other models.
Religions are a reality in India.
The Indian State is secular, but society is largely religious. There is
no contradiction between the two. Religious texts like the Koran, Gita,
Upanishads, Bible and Zend Avesta make up the huge ocean of universal values.
If children learn about these in different classes and also know that each
one of them propagates values of peace, truth, non-violence, righteous
conduct and love, they could develop a respect for their own peers who
may belong to religions other than their own. The NCERT's proposal seeks
to ensure a cohesive Indian society in which tolerance would replace intolerance.
The NCERT's recommendations on values
and religions in NCFSE are taken from the report of the Parliamentary Standing
Committee on Value-Based Education of the Ministry of Human Resource Development,
then headed by S.B. Chavan. The NCERT recommended inclusion of truth, righteous
conduct, peace, love and non-violence as the core universal values in the
teaching-learning process in schools.
It is pertinent to maintain that
the Chavan Committee report was submitted to Parliament in February 1999
and the NCFSE 2000 was released in November 2000. At no stage was any objection
raised to the recommendations of the Chavan Committee in the intervening
period. The NCERT's stand on religions also follows from the committee's
recommendations.
The NCFSE, 2000, states: ?One significant
factor that merits urgent attention now is religion. Although it is not
the only source of essential values, it certainly is a major source of
value generation. What is required today is not religious education but
education about religions, their basics, the values inherent therein and
also a comparative study of the philosophy of all religions.? It adds that
students have to be given the awareness that the essence of every religion
is common, only practices differ.
At no stage did NCERT make any recommendations
about imparting religious education in schools. This is exactly what the
Supreme Court stated in its judgment - finding no evidence that the NCFSE-2000
ran counter to the concept of secularism or Article.28 of the constitution
which stipulates that government-funded educational institutions could
not provide 'religious education'.
All throughout, NCERT was particularly
keen that its intentions are not misunderstood. The NCERT proposed that
in a country with rich diversities of culture, religion and language, children
must know the commonalities and, at the same time, the differences wherever
they exist. The commonalities would provide the strong thread for social
cohesion and national integration. The skills and understanding will have
to be developed to ensure that they also respect 'otherness'.
The NCFSE also recommends that education
about religions must be handled with extreme care. All steps like teacher
preparation must be taken in advance to ensure ?that no personal prejudice
or narrow-minded perceptions are allowed to distort the real purpose of
this venture and no rituals, dogmas and superstitions are propagated in
the name of education about religions?. It was clearly stated that all
religions should be treated with equal respect.
Finally, we reiterate NCERT's firm
assurance that all religions will be treated at par and there will be no
discrimination. The NCERT will continue to function strongly within the
framework of the National Policy of Education 1986/92 and the spirit of
secularism as contained in the Constitution.
(The writer is Director NCERT)