• UGI USER
  • Feb 28, 2024
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OUR BURDENED CHILDREN

Syllabus:

GS 2:

  • Issues relating to development and management of Social Sector/Services relating to Health, Education, Human Resources.

Focus:

  • Addressing evolving challenges for eduction.
Source:- The Hindu

The article by Krishna Kumar discusses the persistent and evolving issue of educational pressure on children, initially highlighted by the Yash Pal committee in the 1990s. Despite various efforts, the problem of burdening children with excessive academic expectations continues, now exacerbated by new challenges.

Historical Context

  • The Yash Pal committee was established after a poignant speech by novelist RK Narayan in the Rajya Sabha, highlighting the adverse effects of heavy school bags, long homework hours, and extra tuition on children’s childhood.
  • The committee’s report, “Learning Without Burden,” pointed to flawed conceptions of knowledge and poor curriculum design as the root causes of this academic pressure.
Yashpal Committee Report on Higher Education (2009):

Formation and Purpose:

·    The Ministry of Human Resource Development (MHRD) established the Yashpal Committee in 2009.

·    Dr. Yash Pal, a renowned physicist and education reformer, chaired the committee.

·    Its primary objective was to examine and propose reforms for higher education in India.

Key Recommendations:

·    Abandon the deemed university status, with deserving institutions either converting to full-fledged universities or ceasing operations.

·    Develop a GRE-like test tailored for university education.

·    Replace existing bodies like NCTE, AICTE, UGC with a new Commission for Higher Education and Research (CHER), comprising seven members.

·   Ensure the independence of CHER from political influence, with the chairperson’s position on par with election commissioners.

·   Entrust universities with academic responsibilities, limiting the jurisdiction of other regulators like the Bar Council of India and the Medical Council of India to administrative matters.

·   Encourage diversification and expansion of IITs and IIMs to function as comprehensive universities.

Yash Pal Committee on Learning Without Burden (1993):

·         Formed by the MHRD in 1993 to address the issue of overburdening school children.

·         Dr. Yash Pal chaired this committee as well.

·         Focused on reducing the academic load while enhancing learning quality, especially for young students.

Impact and Follow-up:

·    The “Learning Without Burden” report is considered a foundational document in Indian education.

·    NCERT decided in 2004 to revise the National Curriculum Framework (NCF) to align with the recommendations.

·    The NCF, unchanged for 14 years, is set for its fifth revision in accordance with the new National Education Policy (NEP).

Evolving Challenges

  • Despite some curriculum reforms and educational improvements, issues like syllabus design, teaching quality, and the impact of COVID-19 have further complicated the education landscape.
  • The introduction of technology in education and the rise of commercial coaching centers have transformed the nature of academic pressure, with an increased focus on competitive exams for high-status professions like medicine and engineering.
  • The article highlights how the competitive ethos in schools, driven by management and bureaucratic pressures, exacerbates students’ stress.
  • Teachers, under pressure to deliver results, often encourage rote learning, contributing to a cycle of stress and anxiety among students, parents, and teachers alike.
  • The proliferation of technology and coaching for competitive exams have introduced new dimensions to the academic burden, emphasizing efficiency over understanding.
  • The shift towards multiple-choice questions (MCQs) and the effectiveness of coaching centers in preparing students for such formats have further distanced education from its intrinsic values.

Way Forward for Alleviating Academic Pressure

  • Holistic Curriculum Design: Revise and design curricula that focus on holistic development, integrating experiential learning, critical thinking, and problem-solving skills. This approach reduces the reliance on rote memorization and promotes a deeper understanding of concepts.
  • Teacher Training and Support: Enhance teacher training programs to equip educators with modern pedagogical techniques that encourage interactive and student-centered teaching methods. Provide continuous professional development opportunities and support systems for teachers to adapt to innovative educational practices.
  • Incorporation of Technology with Caution: Leverage technology to complement traditional teaching methods, focusing on personalized learning experiences that cater to individual student needs. However, ensure that technology is used judiciously, avoiding over-reliance that may contribute to increased screen time and reduced physical interaction.
  • Parental and Societal Attitude Shift: Work towards changing societal perceptions of education and success, emphasizing the value of learning over competitive achievements. Encourage parents to foster a supportive home environment that values curiosity and learning for its own sake, rather than as a means to an end.
The National Education Policy (NEP) 2020

The National Education Policy (NEP) 2020, introduced by the Indian government, aims to revamp and reinvigorate the Indian educational system. Here are the key points about NEP 2020:

·    Introduction of a New Educational Structure: The traditional 10+2 structure is replaced with a new 5+3+3+4 structure corresponding to the ages 3-8 years (Foundational Stage), 8-11 (Preparatory Stage), 11-14 (Middle Stage), and 14-18 (Secondary Stage).

·    Early Childhood Care and Education (ECCE): NEP 2020 emphasizes the importance of early childhood care and education from ages 3-6 years, which is recognized as a crucial stage for the development of mental faculties of a child.

·    National Curricular Framework for School Education (NCFSE): A new curricular framework will be developed to make education more holistic, integrated, enjoyable, and engaging.

·    Multilingualism: The policy promotes the teaching of children in their mother tongue or regional language up to at least Grade 5, but preferably till Grade 8 and beyond, to ensure better understanding and retention.

·    Assessment Reforms: Introduction of new assessment strategies to evaluate students on understanding and application of knowledge rather than rote memorization, including the setting up of a National Assessment Centre – PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development).

·    Flexibility in Subject Selection: Students will have increased flexibility and choice of subjects to study across the arts, humanities, sciences, sports, and vocational subjects.

·    Higher Education Reforms: Higher education aims to become more holistic and multidisciplinary with flexible curricula, creative combinations of subjects, integration of vocational education, and multiple entry and exit points.

·    National Research Foundation (NRF): The establishment of NRF to foster a strong research culture and to promote research in universities and colleges.

·    Technology Integration: Increased integration of technology in all levels of education, including but not limited to teaching, learning, assessment, and administration, through the creation of an autonomous body, the National Educational Technology Forum (NETF).

·    Teacher Training and Education: A new and comprehensive National Curriculum Framework for Teacher Education (NCFTE) will be formulated, and by 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. degree.

·    Equitable and Inclusive Education: Special emphasis on Socially and Economically Disadvantaged Groups (SEDGs) by providing appropriate educational facilities and scholarships for students from these groups.

·    Internationalization of Education: NEP 2020 encourages the top world-ranked universities to set up campuses in India and also promotes Indian universities to go global.

·    Increased Funding for Education: The policy aims to increase the public investment in the education sector to reach 6% of GDP as soon as possible.

 

Source:

https://epaper.thehindu.com/

Mains Practice Question:

“Analyze the impact of the commercialization of education on the quality of learning and equity in access to education in India. Discuss the measures that can be taken to mitigate the adverse effects of this trend.”