Reforming school education
Vatsala Vedantam
 
The Central Board of Secondary Education (CBSE) is paying lip service to educational reforms when it declares that it will assess students without an annual examination up to Class VIII. If it is serious about improving its academic profile, it should consider a drastic restructuring of the entire system rather than take these half-hearted measures.
It does not require an expert to tell us that the Board’s teaching and examining methods are outdated. They still echo an obsolete colonial pattern long after that pattern has been trashed in the country of its origin. Its emphasis is on unhealthy competition, rather than on the development of useful skills. Its very formality — single point entry, annual promotions, cramming information — topped by two gigantic examinations, defeats the very objectives of education. Also, its curriculum is not designed to meet the needs of children of different abilities.
Old-fashioned concept
Its examining methods still believe in the traditional and old fashioned concept of exposing ignorance rather than testing knowledge. Instead of rewarding students for what they do know, it believes in punishing them for what they do not know. Again, although the CBSE claims to promote an egalitarian system where students from all strata of society can gain access, in truth it is only the upper and middle classes who are its main beneficiaries.

This is not surprising since more than 50 per cent of the child population in this country (which is illiterate) can never hope to enter its portals.

This does not mean that the Board has to lower its academic standards. Far from it. But, it can move in a direction that emphasises learning rather than cramming, develops skills rather than unwholesome competition. Its present curriculum is clearly designed for those who enter universities to pursue higher education. It takes no notice of those who may not or cannot do so.

True, the number of students appearing for the Class X examination has increased from 4,33,760 in 1992 to 9,01,426 in 2003. An impressive record, no doubt. But how many of these students actually passed that crucial school final examination? The figures speak for themselves. 2,80,268 in 1992, and 5,49,321 in 2003. The rest simply fell by the wayside. Now, if 50 per cent of students taking an examination are declared failures, unfit for higher studies or job prospects, can we honestly say that this type of schooling is meaningful? It is high time — after nearly five decades of existence — that the CBSE reformed its evaluation methods as well. The existing system that leaves students high and dry because they cannot cope with the stresses related to one concentrated public examination must yield to something more pertinent that assesses their cumulative progress throughout the school years.

The starting point

Chairman Ashok Ganguly has hinted that the Board is “thinking” about how to dispense with exams in the high school stage next. But, that is where the reform has to start. It has taken 40 years to do away with annual class examinations. Should we wait another 40 years to make a more substantial change where it is needed most? Unless secondary education prepares students for entry into work through the acquisition of a large number of skills, even while it prepares others to enter universities with greater maturity and preparedness, it loses its relevance altogether.

Let it be through any method of evaluation other than one single intense school-leaving examination that is self-defeating in view of the rigours it imposes on students. Perhaps, a standardised test conducted in tiers to accommodate students of different abilities as is done now in many countries) would allow students to obtain grades that lead to universities or vocational colleges or workplaces. Every student should feel free to take these tests any time and improve his chances of getting better and better grades. As for that school leaving certificate, the Board loses nothing by certifying all of its students as having completed ten or twelve years of schooling as the case may be. In fact, it would enhance its own image which takes a beating every time it declares 50 per cent of them as failures.

The CBSE need not fear that it will dilute standards of higher education by adopting these changes. Just as it conducts all India tests for entry into medical and technical courses, universities can conduct entrance tests for other undergraduate courses. Similarly, employers could also adopt their own methods of testing a candidate’s suitability for a post. In short, the testing has to be transferred from the last point of schooling to the entry point of further education or employment.