I
recommend reading “Poisoning Kids”
and “Poisoning Kids -2” in
case you haven’t so far.
Four
years ago, I wrote the “Incremental fallacy”. Many believe steady growth is a good idea. It is not. It may
be true in case of physical growth or in case of recovery from a medical
condition. In a country struggling for jobs or basic infrastructure incremental
growth is the path of the lazy and the corrupt. In most cases ModiSarkar has
managed to escape that trap but one domain where it is still almost zero in
accomplishment is school education. Earlier
Smriti Irani and now Prakash Javdekar have been miserable
failures on this front. They were dabbling more with higher education when the
curse is on kids in schools. Kids have truly been turned into beasts of burden.
And this has been so for long. A few days back this was on Timesnow:
Some MHA
inquiry reveals Teesta Setalvad’s
stupid writings in a school book (funded by corrupt Congress) reek of communal
agenda. What the media or MHA guys don’t openly dare to say – her writings are filled with hatred for
Hindus. And this requires an inquiry for months? Even so, no action has
been taken against her nor have the books written by her dumped in the garbage.
They continue to be used by teachers and students in some states. Commies have
filled our books with false history, and lies. The argument that what was done
in 60 years cannot be dismantled in 3 years is another fallacy. Establish bogus
history clearly and many distortions have also been exposed over the last three
decades. So it is not as if things will be done suddenly. The fear of
ModiSarkar is that it will be labelled “Saffronisation”.
Such fear is uncalled for. The Opposition and media can whine but our children
need not be fed anymore with filth of Aryan invasion or glorification of
murderous Mughal invaders. Recently, I came across another case of textbook or
exercise book for kids that is absolutely disgusting:
The GOI
is busy trying to improve universities and IIMs and creating more IITs and
institutes of higher learning. All that is fine. There is something that the
GOI and HRD ministry and in the education department are seriously ignoring:
Geniuses, innovators and also criminals are
not created in higher
institutions – the roots are in schools and they are
created in our schools. Commie filth is also created in our schools
and not in JNU or some university through bogus books.
In the
Congress-UPA decade many books in schools were teaching glorious Pappu or the Pak-stooge
Barkha as good examples. The Gandhi family was being glorified and the
glorification of Islamic invaders grew. Children are being asked what should a
boy do on converting to Islam. They are being taught Indian folklore now in the
form of Jesus-salesmen stories. Bollywood
too feeds such criminal distortion of our history and some folks are holding a
seminar on it:
There are
other major issues that should seriously concern ModiSarkar. PM Modi every year
sermonises on facing exams without pressure and with a smile. Talk to parents –
most will tell you school-life has become a miserable burden for both parents
and students by ever-increasing demands. Indian education has yet to learn the new-age methods of the learning and testing systems:
Not everything needs to be taught. Some
subjects or topics
should only be read in schools with pleasure. Secondly, not
everything
that is taught needs to be tested – neither in schools nor at the
board level.
That’s
how you remove pressure from exams. What sense does it make to ask KG students
to do homework? They should just be enjoying in the classroom – playing and
learning. What sense does it make to put pressure on kids to cram and memorise
history, geography or civics? I don’t think these subjects even need to be
tested. Teach but don’t test. Even if the school finds great joy in testing,
why not just test these subjects with multiple-choice questions and OMRs (Optical mark readers)? All major
international tests largely use OMRs. In
such a case, even a student who has read the chapters casually would usually
pick a right choice. And mind you, even if one doesn’t know the answer – making an intelligent guess is also a skill.
After all, famous educationist Laurence J Peter did say that “An expert is a person who makes three
consecutive guesses right”. Instead of being assembly-line manufacturing
units, our school system should aim to produce great thinkers:
In the
pressure that these subjects create on students our system damages them in the
very core subjects that require the most knowledge and skills. In addition to
burdensome tests, there are dozens of
Olympiads and external tests which schools force students to take and also
make money from. And students not doing well in such tests are further made to
feel inferior. All students are not talented to be “Academic scorers”. Many
have other skills which will build their life. But basic to these skills are three major subjects – English, Maths and
Science (EMS).
Some
folks are anti-English. I don’t agree and I don’t think this is an issue
anymore. It has long been a second language for India and definitely gives a
greater advantage in higher education and globally. The challenge is to bring
those lagging behind to higher quality. Not dump English. Here are some facts:
# India
has not participated in Trends in International Maths and Science Study (TIMSS). The countries leading
in these tests are Singapore, Japan, Taipei and Korea. Even USA or European
nations don’t rank very high.
# In the Program for International Student Assessments (PISA) on the same lines as TIMSS India ranked second-last
among 73 countries. Indian students ranked 200 points behind the global topper.
Does that worry our GOI and teachers of the three important subjects?
# Even the
SAT tests are mainly in
English, Maths and Science. It is the gateway to seeking entry to US colleges
and universities. Many Indian students appear for this test. SAT scores are
also accepted in some higher institutions like IIM or IIT. The pattern of SAT
tests are also multiple-choices scored by OMRs.
In
addition to all the above, our politicians then wonder why Muslims don’t enter
mainstream life or fail to get good jobs. What
exactly do Madrassas teach? Any idea? They teach Quran and everything
Muslim but Madrassas hardly produce students well-skilled in EMS. In one case a Mullah is reportedly
creating a mini Islamic state
in Bengal. Is this education?
Instead of that, our states continue funding them and try to enforce the
holiday system of Madrassas. Who gives a damn whether a Madrassa is closed on
Friday or closed on all days. What
should concern govts is what they are teaching and what they are testing.
If they are not meeting the same standards in key subjects of EMS as demanded
from others, then they can close all week. Doesn’t make any difference. So what
happens when our students struggle with EMS and are pressurised with History or
Civics? Here’s what happens:
Because
the schools don’t cater to building the foundations in EMS there is a very vast
industry of coaching classes. Parents have to dole out extra-ordinary sums for
coaching so that kids are able to not only pass but also score highly in
entrance exams to higher education. Kota doesn’t have any university but it is
among the richest centres of coaching business. And these coaching centres are
as much a den of black money as any other business. In case of higher classes
where students have to choose their streams – Commerce can test Accountancy, Statistics, Economics and Arts can test History, Economics etc.
as majors. But EMS in the primary stages must receive the highest focus.
How did
some our IIMs, IITs or Medical Institutions become world class? Not merely
because of their buildings or teachers. These institutes receive the BEST of
students who have become very good learners and performers. Most of the
students of such institutes are highly skilled in EMS, not in history and
civics. Most of them get in because of their merits (I discount those that get in
through reservations or some shady quotas). In many
IITs former students who finished the course or have finished PhD course also
double up as lecturers. In contrast govt
spends on permanent “Jamaais” like Kanhaiyas in institutes like JNU that produce nothing or mediocrity.
As an
Educationist, I have met over 3000 schools and Principals, interacted with
thousands of teachers, students and parents. ALL OF THEM are constantly under pressure. A class-6 CBSE student has an exam period of 11-12 days twice a year.
What in hell do they test? Of course, the student is given holidays in
between to prepare for the test. How much do you have to prepare for a class-6
test? It has now become criminal torture. Even today, after so much public
debate, our kids still carry heavy bags to school. This is definitely a
practice that can be ended with dramatic change.
The govt
has little or no focus on school education which is the foundation for the future
of a country. Most of the focus is on creating more schools and more enrolments - These are basics but very poor measures of good education. ModiSarkar is not the cause of the rot, but it has the mandate
and the power to create a dramatic change and relieve pressure from exams that Modi himself wants. I know for
sure our school education can be dramatically changed for a better future for
students and the country in a very short time. Yes, Education is a State matter
but GOI does have control over CBSE,
with schools across India and abroad, and the change can start from there.
States will naturally follow. Focussing merely on higher institutions is a
wrong approach of our GOI. There are many education specialists who can also
help. Dramatic changes can relieve exam
pressures, not incremental ones.
















