Author: J S Rajput
Publication: The Times of India
Date: October 2, 2002
September 12,2002 is a significant
day as far as educational initiatives go with the Supreme Court judgment
giving NCERT the green signal to go ahead with its initiatives to update
and upgrade school education in the country An avoidable debate carried
on over the last two years unfortunately ignored practically every professional
issue and focused on ideologically-oriented apprehensions, pre-conceived
notions and prejudices. The national curriculum framework's recommendations
on integration of value education in each and every activity of teaching
and learning in schools was meant to ensure greater social cohesion.
It was indeed unfortunate that many
of those who criticised the National Curriculum Framework for School Education
(NCFSE) 2000 probably did not read it. Apprehending that the new books
would hit the market, the Delhi high court was approached. Not satisfied
with the outcome, the National Human Rights Commission was petitioned on
the ground that downtrodden castes had been deprived of the opportunity
to learn how their forefathers had once been exploited by the elite.
Just days ahead of the start of
the new academic year, the Supreme Court was approached. The process took
several months to reach its logical end. Lakhs of students had to suffer
due to non-availability of new books. These had the promise of reducing
the curriculum load, taking note of obsolescence and including new knowledge
that would prepare learners for the 21st century.
Certain people were disturbed by
the mention of values and religion as a source of values. Can secularism
really be a fig-leaf to stop value inculcation in a society which is rife
with corruption and anarchy? One of the most significant recommendations
which emerged in the nationwide consultations conducted by NCERT before
the preparation of NCFSE 2000, echoes in my mind "do something about value
education. If education fails who else could do it?" Are we not interested
in ensuring that young children develop a healthy respect for secularism,
cultural pluralism, democracy, fundamental rights, environmental protection
and other values?
The recommendations were made after
deliberations of a magnitude never attempted before. Religions are a reality
in India. The Indian state is secular but society is religious. There is
no contradiction between the two. Religious texts like the Koran, Gita,
Upanishads, Bible and Zend Avesta constitute a huge ocean of universal
values. If children learn about these in different classes, they will develop
respect for religions other than their own.
The NCERT general body which met
in December 2001 directed that the implementation of the new curriculum
framework be discussed with the states. The states have the power to take
decisions on curriculum, syllabi and textbooks. It has been repeatedly
stated by NCERT that whatever it prepares is not prescriptive but advisory
NCERT helps the state government agencies to make changes suited to their
own requirements. Before February 2002,14 such meetings were conducted
in the states. All of these were organised by state-level agencies i.e.
boards of school education or state councils of educational research and
training. Practically every important functionary concerned with school
education participated. The academic discussions that followed were most
satisfactory and the contents of the NCFSE received wholehearted support
from all quarters.
Did our aggrieved academics spare
a thought for the affected student? Obviously, the child was far removed
from their consciousness when they deliberately ignored the NCERT's curriculum
format of 1988 which specifically recommended that the social sciences
ought to be taught in an integrated and thematic way That would not only
reduce the burden on the student, but also spur his interest in the country's
past, present and future. If physics, chemistry and biology could be integrated,
why not history and geography? This is the way the Americans, Britons,
the French and school-goers in many nations learn about their country The
need drastically to change the course content of the social sciences, including
history was also suggested in 1991 by the Yash Pal committee on curriculum
load. But no action was taken on this. Naturally parents began to use private
tutors to give their children the time they themselves could not spare
owing to pressures at the workplace. This led to a boom in the tuition
and coaching racket which fed on societal pressure on the children to perform
up to predetermined expectations in board examinations. Unable to cope,
a large number of students ended up committing suicide after the publication
of the results.
NCERT has its task cut out. It is
to provide books within the framework of the 1986/92 national education
policy and within the ambit of the Constitution. It is a professional organisation
comprising experienced academics. Its credibility and acceptability are
acknowledged nationally and internationally It understands the criticality
of its role, its responsibility and accountability Institutions are national
assets. They need support and strengthening. Now that there is no room
for any apprehensions, the child must become the focus of everyone interested
in education, especially quality education.
