Reforms at the cost of education

Union human resource development minister Kapil Sibal, probably is all pepped about warming a Cabinet seat and wants to have an impressive progress report at the end of 100 days while Manmohan Singh examines it. Heeding the suggestions from ‘a group of experts’ the minister has proposed for a unified system of evaluation for the Board examinations. The minister might have been referring to the Yashpal report titled The Committee to Advice on Renovation and Rejuvenation of Higher Education which was submitted to the government in March earlier this year. The Left has seen red over Sibal’s remarks and it is not without reason. While the report has taken objection to the unaccounted growth of private educational institutions and deemed universities and suggested a halt in further allotment of such institutions until proper guidelines are set, its suggestion for private sector involvement in primary education is a step if not taken cautiously would lead to irreversible damage.

It is a fact that the present system of evaluation with focus on two board exams, one in tenth and the other in twelfth standard, is a burden on students for the shear amount of pressure it exerts on them, not to mention the family.

The tremendous pressure, an alibi used by naysayers criticising the education pattern, is not a product of the system, but our creation. It is the taunting and torture primarily from parents, teachers and peer groups, and secondarily from the society and media that push students to extremes.
A unified system of evaluation is not the answer to rectify the existing malice in a system that has been applauded by many developed countries. Ask any child who has had part of his/her education in India before moving to the US, UK or Australia, and they would sing paeans of the system back home.

The proposal for a grading system is a road that leads to nowhere. An example for this could be Kerala which has only recently shifted to it. This year the state has recorded a phenomenal pass percentage of 91.2 or for every 100 students who gave the exam, only nine failed. Even is we were to momentarily blink at this ‘great feat’ and attribute no political undercurrent to the ‘achievement’, do we have the required higher education infrastructure to meet the demand? And in cases where they are present, does it meet the required criterion?

It is a fact that primary and secondary education is on a strong footing when compared to the quality, and availability, of higher education in India. It is only good sense to disturb the strong foot once the other is firmly placed. Change, on the other hand, is always welcome, unless it is for the sake of it.