Two weeks ago, when I wrote a post that “Marks do matter”, I didn’t realise that a New Educational Policy (NEP) was soon going to be unveiled. The post was purely for the season. If you haven’t read it, please read here. There was an overwhelming response to the blog with many readers agreeing to my proposition that, in the present scheme of things in India at least, marks do matter. I also understood that it is rather a grudging acknowledgement under the circumstances and not a wholehearted endorsement with glee. Most of us, having been on the rough end of the mark stick some time or the other in our lives, have been yearning for a different system of evaluation for the longest time.
Ergo, when the NEP was announced by the government last week, my primary interest was to see how it handles the “marks” conundrum. NEP has been in the works for a long while. I am aware that even among the sympathisers of BJP and Narendra Modi, there was a tinge of regret and disappointment about the government not making any progress on the education front during its first term. Frankly, I haven’t read the full policy document and have just read the highlights few times over. It is quite technical and without the domain knowledge, I haven’t managed to fully comprehend the implications of some of the proposals in the long term. But from what I read, see and hear, seems it is a well-intentioned policy framework and if followed through with meticulous execution, our country may be a different place in the next two to three decades.
Having said that, I would like to focus on few issues which bother me as far as education system in India is concerned and how this NEP tackles them. First, the issue of many education boards.
“Your daughter is in which class?
CBSE. What about your son?”
This conversation must be very familiar to many. The latest class divide in urban/semi urban middle class society these days is manifested in the board of the schools in which children study. In the 70’s and 80’s, when I was growing up, this was not a talking point at all. Most of us were going to schools affiliated to State board with some going to CBSE board schools. However, post liberalisation and rise of aspirations and income levels in general, there is a clamour to put children in schools which are not State board schools. So, while CBSE and ICSE board schools are the ones which are sought after, the newest craze in town are the IB (International Board) schools. I am aware of the scorn State board students are subjected to, when they go for higher studies. The question is “Do we need different boards” that sow the seeds of a divide and discrimination in the society. Is there a case for a country wide uniform system of education whereby all students go through the same system without differentiation?
This is a tricky question to answer. At the outset, it may seem that the answer is obvious i.e. to have a uniform system that doesn’t differentiate and doesn’t end up discriminating students. In Japan, the Japanese rue the very standardised and uniform education system they have in their country. One of my Japanese friends use to say that their schools and colleges were like assembly lines. The output in terms of specifications are exactly similar because of which there is no diversity of thinking or ideas in Japan. So, the answer I believe is not in just one common board which has a standardised syllabus across the country. But continuing the existing system of different boards with a wide gap in standards and levels may not be the answer as well.
I looked at the NEP for its take on the boards. Education being in the concurrent list, first of all there cannot be a single National umbrella structure that can be implemented across the country. So, the NEP talks about the need for each board to ensure equivalence of academic standards and text books with a common core material and supplementing with local flavour and context and so on. I believe it is a via media solution to retain diversity with some commonality. In addition to this, one key point according to me, is the compensation of teachers and staff in State board schools. In order to ensure there is no discrimination in output (quality of students), there should not be discrimination in input (salary levels of staff).
The second issue is regarding the medium of instruction in schools. The NEP proposes that the medium of instruction until 5th standard and preferably till 8th standard and beyond will be preferably home language/Mother tongue/local language. It was later clarified that it is not a mandate but is left to the states to imbibe this guideline. English medium Vs regional language in today’s aspirational India is again a symbol of class divide in the society. In one of my earlier posts (Read here) I had argued that it is time to make English the common medium of language across the country. English may be a foreign language but it is the unifying language in India today. Like it or not, English has become the door opener for opportunities. While I agree that it is good to ensure a child’s proficiency with her mother tongue, making it the medium of instruction may be counterproductive.
And lastly, coming back to the “Marks system”, the NEP doesn’t seem to provide any alternatives but for changing the grading system so that the final board exam is not a make or break effort for the student. It says, “Board exams will be made easier, as they will test primarily core capacities, competencies rather than months of coaching or memorization.” It also talks about a more comprehensive and multi-dimensional approach to student assessments. This is very good in intent and I think all parents and children would be keen to see how this works in real life.
Based on what I have comprehended so far, the New Education Policy signals a clear intent to bring in a paradigm shift in education in India. It aims for a long term directional shift and so is a test match and not a T20 in the making! Now, the devil is in the execution.
Pic credits: The Hindu