Halving The Syllabus, Squaring Knowledge

 

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  • G.S. Paper 2
  • Halving the syllabus, squaring knowledge

Recently:

  • Human Resource Development Minister Prakash Javadekar claimed that the syllabus needed trimming as it had become as weighty as that for an undergraduate arts or commerce degree, and it was leaving children with no time for extra-curricular activities.
  • He also said that he would bring back the system of “detention and examinations” in lower classes that the previous United Progressive Alliance government had done away with.

A brief background:

  • Back in 2015 Delhi’s Education Minister, Manish Sisodia said that schools’ syllabus for the 9th to 12th standards would be cut by a quarter and “outdated material” would be shunned and more time for music, theatre and leisure should be given.
  • In 2017 the Bombay High Court suggested that mathematics be made an optional for 10th standard students as lots of students were failing in them and those in arts programmes didn’t need maths in their programmes.
  • The common thread in these thoughts is that an enormous work load is the cause of stress among school children and halving the syllabus would translate into fewer hours of course work.
  • But this fails to acknowledge that the culprit is a system that encourages mindless crowd as the dominant indicator of ‘learning’.

What more appropriate could be done?

  • School students need to be trained to apply facts to real-world problems and be evaluated in their abilities to critique, seek out information and produce knowledge of their own.
  • This requires educators to re-imagine testing — everywhere, from kindergarten to management and encourage new Mozarts who’re confident of their creativity.

 

 Halving The Syllabus, Squaring Knowledge Halving The Syllabus, Squaring Knowledge Halving The Syllabus, Squaring Knowledge Halving The Syllabus, Squaring Knowledge Halving The Syllabus, Squaring Knowledge 

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