Context:
More about the news
About NCF:
- The NCF is developed based on the vision of the National Education Policy (NEP) 2020, and to enable its implementation.
- NCF addresses education for the age group 3 to 18 years, across the entire range of diverse institutions in India.
Highlights of the NCF:
- Language Learning: Students in 9th and 10th grade should learn three languages (minimum 2 Indian languages).
- Board exams: Students can take board exams two times in a year and only the highest score counts.
- New school Books: The NCF follows the rules of NEP 2020. It helps make new school books for Grades 3 to 12 in CBSE schools.
- Mandatory Subjects: The number of mandatory subjects for Classes 9 and 10 is seven, and for Classes 11 and 12 is six.
- Flexibility to choose subjects: The NCF has divided subjects into groups and allows flexibility to choose from different groups.
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What are the challenges associated with board exams in India?
- Flawed test design: Most test instruments are poorly designed, which focus on facts and memorization, rather than on real learning and curricular goals.
- It ends up undermining all aspects of school education, from teaching and classroom or school practices to textbooks.
- Misguiding school education: The majority of board exams fail to fulfill their intended objectives by misdirecting education in schools.
- These tests are meant to. certify competencies attained by students at the end of grades 10 and 12.
- Rather, most of them primarily test memorization of a huge range of facts displaying a partial picture of student learning results.
- Social Perception: As Exam marks are seen socially as a measure of ‘intrinsic worth’ having life-altering effects.
- The results of these examinations are used for college admissions or sometimes even for jobs.
- Focus on rote learning vs real learning: Ignorance of real learning and focus on ‘cracking’ entrance tests for college admissions undermines the fundamental purpose of school education.
- Mental stress: The pressure to perform well, meet parental expectations, and secure a spot in a competitive university creates an environment of immense stress.
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- According to NCRB Data, the Share of Students Among Suicide Victims in India Grew 70% Over the Past Decade.
- Shortage of Higher education institution (HEI): There is intense competition among the students chasing the limited number of HEI seats. This makes admission at that level a process of selection through elimination.
- Promote Culture of commercial coaching and tutoring: Commercial interests create artificial competitive pressures so as to make money from coaching and tuition.
- Lack of Adaptive thinking: The rote learning based education faces challenges in dealing with evolving exam patterns that focus on application-based questions.
- It becomes a challenge for students to think critically and solve real-world problems for which adaptability and innovative thinking skills are needed.
- Modification of exam: Adjustments should relate to learning standards, content, textbooks, and pedagogical techniques.
- Relieving the burden: Exams can be made “lighter and easier,” with a focus on competencies rather than reciting facts.
- The amount of content required for each subject would be greatly decreased.
- Every board exam will be available at least twice a year, allowing students to retake and get better on the test. The mark sheet will only display the highest score.
- Switching to “on-demand” tests: These may be given whenever the student is prepared.
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- This action will greatly lessen stress as the students won’t be held accountable for their performance on a given day.
- Shifting the focus to real learning and competency: Board examinations would assess the competencies for the secondary stage, as stated in the Curriculum which will include:
- Improvement in the test development process.
- Periodic review of the efficacy, validity, and reliability of the redesigned exams.
- Rigorous selection of test developers and evaluators, and their appropriate training;
Other Measures:
- Digital transformation: As exams become more technology-dependent, students have the opportunity to develop digital literacy skills, which are invaluable in today’s digital age. Bridging the digital divide can lead to more equitable educational outcomes.
- Common University Entrance Test (CUET): It has been introduced in pursuance of the National Education Policy, 2020.
- CUET exams shall test conceptual understanding and the ability to apply knowledge and aim to eliminate the need for taking coaching for these exams.
- National Testing Agency (NTA): It has been established as a premier, specialist, autonomous, and self-sustained testing organization to conduct entrance examinations for admission/fellowship in higher educational institutions.
- National Education Policy, 2020: key features include: It seeks to address the shortcomings of the previous education policy and proposes a comprehensive framework to make education more inclusive, flexible, and multidisciplinary. Its Key features include:
- 5+3+3+4 School Structure: The policy introduces a new school structure, dividing the pre-school and primary stages into a 5+3+3+4 format.
- Mother Tongue as Medium of Instruction: NEP 2020 encourages the use of the mother tongue or regional language as the medium of instruction until at least grade 5.
- National Academic Credit Bank (NACB): It is proposed to facilitate seamless credit transfers among institutions and promote multidisciplinary learning.
- Setting Up of the National Research Foundation (NRF): It should foster research and innovation in all disciplines, providing grants and promoting a culture of research in educational institutions.
- Multiple Entry and Exit Points in Higher Education: It introduces a flexible approach to higher education, allowing students to enter and exit degree programs as per their preferences.
National Council of Educational Research and Training (NCERT):
- The NCERT is an autonomous organisation set up in 1961 by the Government of India to assist and advise the Central and State Governments on policies and programmes for qualitative improvement in school education.
National Board of Accreditation (NBA): It is an autonomous body with the objective of assurance of quality and relevance of technical education through accreditation of programs.
- Accreditation is a process of quality assurance and improvement, whereby a program is critically appraised to verify that the program continues to meet the norms and standards prescribed by the regulatory authority from time to time.
University Grants Commission (UGC):
It is a statutory Organization under the UGC Act 1956 for the coordination, determination, and maintenance of standards of teaching, examination, and research in university education. |
Way Forward:
- Shift from rote learning to real learning: Changes need to be made to the Central Board of Secondary Education (CBSE) which allow a shift from testing memorisation to testing understanding.
- It should provide better distinguishing learning levels across the entire continuum of student levels. For this,
- The CBSE should generate questions that test conceptual understanding rather than textbook memorisation.
- CBSE should gradually increase the share of these new questions in exam papers so that students and teachers have time to adjust to the change.
- The National Council of Educational Research and Training (NCERT) and others should create and share sample questions to help students become familiar with the new question type.
- Flexibility to use scores: At the board level, the University Grants Commission (UGC) should grant universities flexibility in how they use board scores in admissions.
- Ex-scores from the Tamil Nadu State Board as equivalent to scores from the Haryana State Board.
- If (and only if) successful, the Centre should push other states to adopt similar changes to their own boards.
- Expansion of the Number of high-quality HEIs: As per the report titled ‘Beyond the Top 200 – Effective International Collaboration for Indian Higher Education’, by 2030, India will have a college-going population of a staggering 140 million.
- To meet this demand, India will need at least another 1,500 institutions by 2030.
- Accreditation of institutions: The accreditation of HEIs needs to be at the core of the regulatory arrangement in higher education.
- Quality assurance agencies should guarantee basic minimum standards of technical education to meet the industry demand for quality manpower.
- The National Board of Accreditation should act as a catalyst for quality enhancement and quality assurance of higher technical education.
- Credit rating agencies, reputed industry associations, media houses, and professional bodies should be encouraged to carry forward the process of rating of Indian universities and institutions.
- Regular updation of curriculum: The government should encourage the development of a more flexible and modern curriculum that focuses on practical skills and competencies rather than just theoretical knowledge.
- The curriculum should be updated regularly to ensure that it is relevant to the changing needs of society and the job market.
Conclusion:
The transformation of the Indian education system requires a comprehensive shift from rote learning to real learning, emphasizing conceptual understanding, reducing exam stress, and fostering a culture of innovation.
November 23, 2023
