CONTENT AND PROCESS OF EDUCATION
16.1 In Chapter 12 of its Report, the NPERC considered a wide range of issues relating to the content and process of education. These issues include curriculum, cultural content of education, value education, languages, educational technology, computer education, work experience, environment awareness, mathematics and science education, sports, physical education and youth activities, examination reforms, and reduction in the load of the school bag. R.No. 254 relates to languages. The NPERC itself stated that the measures mentioned in R.No.254 were more elaborately dealt with in the Chapter "Languages in Education." Therefore, R.No.254 is not considered in this chapter. R.No.258(i) relates to work experience/SUPW which, according to NPERC itself, was brought out in the chapter "Education and Right to Work". Hence R.No. 258(i) is also not considered here.
Curriculum 16.2 The NPERC referred to the national curricular framework which was prepared by the NCERT in pursuance of NPE. The NPERC puts forth the view that the preparation by the NCERT of instructional packages in core curriculum areas and of exemplary packages on specific work- experience activities reflected a Centrally directed effort to revise the curriculum; while Central coordination would be meaningful, the NPERC opined that the process of preparation of curriculum should be decentralised through involvement of State agencies. We note that even now the national curricular framework prepared by the NCERT merely provided guidelines and that the actual preparation of the curriculum is done by the State agencies for their schools. Therefore, NCERT's role in curriculum is one of coordination only. Referring to the cultural content of education NPERC feel that the curriculum should not only include India's common heritage as suggested by the NPE but also the diversities of cultural traditions of all parts of India, particularly those symbolised through oral and folk traditions. The NPE also suggested that in conveying to the student community the cultural traditions of the country, the need for 3? 3 acceptance/rejection of the sane based on critical analysis should be inculcated. These recommendations imply that there are two kinds of cultural heritage -- one common and the other non-common -- and that diversities of culture are not a part of India's common culture. India's composite culture, on the other hand, does encompass the diversities. In suggesting that the core curriculum should promote values such as India's common cultural heritage, the NPE does not ignore the diversities. This is clear from the fact that para 4.6 stressed the need for the curriculum at all stages of education to create awareness of the rich cultural identity of the tribal people. Implicit in R.No.249 is a static view of culture. In the process of historical and cultural development, many elements become obsolete and are given up while some others undergo change and
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modification. Therefore, culture should be viewed as a process and not as something which was created at any fixed time in the past in its final form which is either to be revered or denigrated.
Value Education 16.3 The NPERC endorsed the provisions of the NPE relating to value education and was appreciative of the emphasis which NPE placed on the unity and integrity of the country. Most of the values which the NPERC felt should pervasively inform the content and process of education are specifically enumerated by NPE. The NPERC was of the view that value education should not be confined to the curriculum translated in the class room. It suggested several other activities for promoting values such as establishment of linkages between the school and the community and extra curricular activities like community singing of folk songs. These suggestions (R.No.251-253) should be taken into account while revising the POA.
Educational Technology 16.4 The NPERC had generally endorsed the NPE formulations regarding educational technology. R.No. 255 offered suggestions for improving the implementation of the scheme of educational technology. Among the measures suggested are, assessing the status of utilisation of electronic hardware provided to the various State Governments, removing the infrastructural bottlenecks which come in the way of using the hardware and better coordination and monitoring. The NPERC reiterated the importance of training and re-training of teachers in the use of educational technology in classroom instruction. The recommendation also advocated better utilisation of the facilities in the existing institutions like the UGC, CIEFL, CIIL and KHS. The NPERC also suggested measures for properly manning the technical and professional posts in the SIETs so that the capacities of the SIETs are fully utilised. We suggest that this recommendation should be followed up by the Central and State Governments and that it be taken into account while revising the POA. 3v 3
Computer Education 16.5 R. Nos. 256 and 257 relating to computer education have no policy, implications; they relate to implementation of the scheme of Computer Education. The NPERC struck a note of caution about expansion of computer education: it is necessary to take into account the resource constraint and higher priorities like UEE. The NPERC also suggested a review of the CLASS project. We have given careful consideration to the recommendation of the NPERC. While resource availability is an important consideration, we feel that in the emerging technological era computer illiteracy is as great a handicap as illiteracy and that we cannot afford to be left behind in comparison with other countries. Therefore, there is need to progressively expand
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facilities for computer education in schools, particularly at the secondary stage. We have taken note of the intention of the Department of Education, Government of India to recast the ongoing Scheme of Computer Education so as to make it more effective.
Environmental Education and Teaching of Science and Mathematics 16.6 The NPERC agreed with the emphasis given by NPE to work experience, environmental orientation to education, mathematics teaching and science education; however, it had differences about implementation modalities. The NPERC suggested that appreciation of environment should be inculcated among the children through their continuous participation in project work. We find that the Centrally sponsored scheme of Environment Orientation to School Education provides for a number of project activities aimed at creating environment awareness amongst the children and the community. The NPERC desired that traditional wisdom and knowledge should be integrated in the teaching and learning of mathematics and science. In this context the NPERC specifically referred to the 'sutras of vedic mathematics' as enrichment material for school education. We feel that in the curriculum and teaching of mathematics and science, a balance has to be struck between the historical perspective and the present state of art and that understanding of the concept should be emphasised. The NPERC preferred the use of discovery methods in the teaching of science so that students develop their own perceptions about natural and physical phenomenon. It also advocated orientation of science teachers, publication of new books, devising simple experiments for science teaching and inculcation of scientific temper. These suggestions are essentially a re-statement of paras 8.18 and 8.19 of NPE, which envisaged strengthening of science education so as to facilitate the child to develop well-defined abilities and values such as the spirit of enquiry, creativity, objectivity, the courage to question, an aesthetic sensibility and problem solving and decision making skills.
Youth
Examination Reforms 16.8 Regarding examination reforms, the NPERC exhaustively reviewed the observations and recommendations made by different Committees and Commissions, starting from the Indian University Commission (1902). During the course of the review, the NPERC also referred to the provisions of NPE in regard to evaluation
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process and examination reforms. The NPERC also specifically referred to the NPE formulations calling for removal of subjectivity in examinations, de-emphasis of memorisation, continuous and comprehensive internal evaluation of the scholastic and non-scholastic achievements of students, improvement in the conduct of examinations, introduction of concomitant changes in instructional materials and methodology, introduction of semester system from the secondary stage in a phased manner and use of grades in place of marks. The NPERC further listed out the short-term and long-term measures suggested by the POA for carrying out examination reforms. The NPERC also presented the status of the examination reforms in different States at the university and school levels. The NPERC came to the conclusion that the elements of examination reforms were implemented piecemeal and without due coordination, and consequently the system of examination was dictating and distorting the character and quality of education.
16.9 In its recommendations (R.Nos. 267 and 268), the NPERC particularly made four points, namely:
i) The examination reforms should be construed as a package.
ii) The package as a whole should be implemented instead of in piecemeal and ad hoc implementation of individual elements.
iii) Implementation of the package suggested by the NPERC bristled with practical problems such as the vast diversities in the education system and the wide spread apprehensions about the credibility of the internal evaluation process.
iv) The, need to constitute a high level. National Examination Reforms Commission to coordinate and monitor the progress in Examination Reforms at various levels. 3 3 16.10 The reading of the recommendation as a whole would make it appear that the NPERC was itself undecided about the immediate feasibility or acceptability of the package suggested by it. Given the diversity of the educational institutions, it would not be realistic to prescribe a single package of reforms across the board. Some of the reforms like introduction of semester system may be relevant for higher education rather than for school stage. Facilities for multiple entry and exit, and transfer of grade from one institution to another are not immediately feasible, at least in the school stage, and call for a degree of uniformity in curriculum and medium of instruction, which are difficult to achieve in a continental nation like ours. Therefore, the endeavour should be to strive for the best achievable results rather than plan for the best unobtainable package. Examination reforms have necessarily to be contextual and evolutionary.
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16.11 The essentiality of examination reforms cannot be overstated. We do feel that rather than leaving examination reforms to the individual initiatives and inclinations of the examining bodies, a strong and coordinated effort should be made by the Centre and the State Governments in this area. The idea underlying the constitution of an Examination Reforms Commission is appealing. However, rather than creating yet another institution, we suggest that the NCERT and the UGC should play a lead role in promoting and guiding examination reforms in school and higher education systems respectively. Inter alia, the following measures are suggested:
i) Preparation of a status report of examination reform measures undertaken by the examining bodies.
ii) Preparation of a National Examination Reform Framework to serve as a set of guidelines to the examining bodies which would have the freedom to innovate and adapt the framework to suit the specific situation.
iii) Developing an effective mechanism for coordination, monitoring and evaluation of the implementation of the examination reforms by the different examining bodies.
iv) Documentation and dissemination of innovations and measures for examination reforms.
"Load of School Bag"
16.12 The NPERC expressed concern about the "load of the school bag" and made a number of recommendations (R.No.269 to 276). The whole question of curriculum is complex and there are no simple solutions. The concern about curriculum load is universal. There is invariable tension between the knowledge explosion, particularly in the fields of science and technology, and the limitations of time 3 3 during which the curriculum is to be transacted. While the load of the school bag is a valid concern, one cannot afford to ignore the requirements of modernisation and relevance. The NPERC questioned the value of preparing science material to catch up with the exponential growth of knowledge and emphasised the need to stress upon scientific method of acquiring knowledge rather than the knowledge itself. It is no doubt important to inculcate the scientific temper and scientific method and to imbue the students with spirit of enquiry, and problem solving and conceptualisation skills. However, the distinction drawn between the scientific method and scientific knowledge is artificial. Rather than teaching the scientific method in abstract, it is better to teach it in the relation to empirical facts and knowledge. Such an approach is all the more important in the initial stages of science education.
16.13 The NPE envisaged adoption of a child-centred approach to education in the context of efforts to promote universal
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enrolment and universal retention of children upto 14 years of age and substantial improvement in the quality of education. The re- orientation of content and process of education at the school stage which was initiated after the adoption of the NPE, took into account many concerns including the question of reducing the burden on school students. Based on the NPE guidelines, the NCERT brought out in 1988 a National Curricular Framework for all stages of school education. The revised curriculam took into account the need for reduction of curricular load. The pedagogical thrust stressed in the National Curricular Framework of 1988 as well as in the NCERT syllabi/textbooks are based on a comprehensive understanding of the pupil's psyche, the learning process and conditions and methods of learning. The stress laid in the Framework on a child-centred approach to education, on the role of teacher as facilitator, on replacement of rote learning, lectures and information by interactive modes of teaching are designed to make the study of subjects interesting and easy to grasp. The NCERT curricula are designed as self-sufficient packages for the primary, upper primary, secondary and senior secondary stages. If the guidelines are followed carefully, the problem of the load of the school bag' will be mitigated. The NCERT textbooks in science subjects, particularly those for the +2 stage provide a detailed treatment of the difficult concepts and necessary resource material. At most of the places, the resource material has been kept non- evaluative. This has been done keeping in view the limitations of the libraries of not only the schools in the urban areas but more so of the schools in the rural and remote areas. The tendency on the part of the expensive private schools in urban areas to prescribe a large number of books, particularly in science subjects at +2 stage, has contributed to overburdening of students. The teachers of these schools need to be re-oriented so that they give up the habit of prescribing an unnecessarily large number of books.
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