* Facilities for students to have the freedom of choice of modules rather than whole course packages.

* Provisions for credit accumulation by students and facilities for transfer of grade from one institution to another; facilities of multiple entry and exist for students which in effect facilitates opening up and nonformalising the school system. (12.10.7)

It is this package as a whole which should be brought under implementation and not merely individual elements, that too in a piecemeal or ad- hoc fashion.

268. In the present context of our educational system, however, there are serious apprehensions basically about the concept of the teacher playing the key role. In the responses received in pursuance of the perspective paper on education, these apprehensions have been voiced by a large number of respondents, The main reason for these apprehensions is that the authority vested in the teacher in this regard might be abused in various ways. Respondents have also expressed the opinion that experiments in this regard in the past have not necessarily been successful. Another view expressed is that the teachers themselves might not be prepared to accept the onerous responsibilities going with examination reforms. It is natural that any attempt at reforms for the purpose of changing the status-quo means resistance from the established order. However, the call for examination reforms on the part of experts over the years having been

very consistent and several States and universities already having taken up examination reforms in fact though in a piecemeal way, there is undoubtedly need for orderly progress towards examination reforms in terms of the above package. Implementation of this package, however, bristles with several practical problems, diversities in the educational system in the country being vast. Therefore, there is need for an Examination Reforms Commission. This should also be a permanent body which will facilitate monitoring of progress in examination reforms from time to time until the task is fulfilled in stages. The terms of reference for this Commission may be :

(i) Review of the status of examination reforms from time to time.

(ii) Phasing of examination reforms, indicating timeframe within which and levels at which, the reforms are to be effected.

(iii) Introduction of fair and objective systems of grad- ing/scaling.

(iv) Laying down norms for continuous comprehensive internal evaluation and suggesting safeguards against abuse of this evaluation system.

(v) Advising on minimum levels of learning to go with internal evaluation system.

(vi) Laying down modalities for semesterisation and modularisation.

(vii) Advising on inter-institutional linkages to secure comparable standards.

(viii) Teacher orientation for successful implementation of examination reforms.

It is obvious that the Examination Reforms Commission will have to go into problems relating to the reforms in each State, fully involving the State level authorities such that problems at the State as well as the sub-State levels are fully taken into consideration. Functionaries of UGC, AIU, AICTE, NCERT, NIPEA, State resource institutions, State Boards of Education

and other expert bodies at the national and other levels, apart from teacher and student organisations will also have to be consulted from time to time by the Commission. The Commission may be headed by an eminent educationist with the rank of Minister of State, Government of India. The Commission may be a compact body consisting, apart from the Chairman, of experts in the areas of school, university and technical education. The Chairman and members may be full time functionaries. (12.10.7)

Load of the School Bag

269. The knowledge in different disciplines needs to be viewed in an integrated manner. rather than in watertight compartments. By doing this it is would be possible to avoid unnecessary repetition of facts. (12.11.0)

270. There is over-dependence on textbook-based learning, rather than on inculcating efficient reading habits and capabilities of self- learning. Emphasis on supplementary reading material and library work as important elements in school education can help in reducing exclusive dependence on textbooks, without losing on quality of education. (12.11.0)

271. There is a fallacy which has guided formulation of cur- riculum, particularly in science subjects, for a long time and is one of the chief causes for the load of the science books. This is the principle of preparing the science material to catch up with the exponential growth of knowledge. Instead, there is need to stress the scientific method of acquiring knowledge, rather than knowledge itself. Equipped with the tool of the method of acquiring knowledge, the students would be in a position to learn throughout life according to his/her needs. (12.11.0)

272. The present syllabus over-emphasises memorisation and recall of information. Concept formation and understanding of basic principles is invariably underplayed. A shift in the ,emphasis from mere information to concepts and principles would make it possible to eliminate the irrelevant material from the textbooks. (12.11.0)

273. At present the curriculum at the +2 level is used to put pressure on the designing of curriculum in the middle and primary

schools. What is needed instead is to view primary and middlelevel curricula in a self-sufficient package of knowledge, aptitude and skills with which the child can go into the 'world of work' and continue self-learning throughout life. This step would ensure that what is taught in the elementary stage is determined only by 'the needs of the children in this age group. The social significance of this change lies in the fact that a great majority of our children would quit education after the middle school and only a few would proceed to the high school. (12.11.0)

274. The curriculum is based on an erroneous view that learning comes to an end with the public examination. Therefore, the curriculum framers try to stuff the textbooks with as much knowledge as possible. In place of this, it would be helpful if capabilities of self-learning and an aptitude to learn throughout life is emphasised. (12.11.0)

275. The focus of the present curriculum is on a narrow segment of cognitive domain i.e. memorising facts. The entire curriculum needs to be reorganised to give due emphasis to not only all dimensions of the cognitive domain, but also to affective domain and psycho-motor skills. This reorganisation would provide an immense scope for eliminating those parts of the syllabus which need a lower emphasis in this new framework, as an important part of the curriculum would then have to cover the affective domain and psycho-motor skills which are not tied up with textbooks. (12.11.0)

276. The class room learning is invariably alienated from what the child learns from home and the society. This frequently results in avoidable repetition. Further, the school syllabus, instead of building upon the store of knowledge acquired by the children outside school, often ends up either ignoring it -or even unconsciously mitigating it. (12.11.0)

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