The inauguration of the pilot programme of the new education curriculum marks a quantum leap from an outmoded and less useful system to a highly advanced and useful one. This educational pilot programme was originally scheduled to begin phase-wise from January 2021 with the National Curriculum and Textbook Board starting revision of the existing textbooks in 2018. Now the pandemic has forced its delayed introduction and the phase-wise introduction will begin from next year.
According to the revised plan, students of class I, II, VI and VII are supposed to get textbooks of the new curricula in January 2023 and students of class III, IV, VIII and IX will get their books in January 2024 and finally students of class V and X will be proud possessors of theirs in 2025 to complete the process. Presently the education ministry has curtailed the number to 62 from the planned 100 schools, madrashas and vocational institutions where the trial of the new curricula will begin from this year. The primary and mass education ministry has planned to introduce the curricula to class I of 100 primary schools from March 2 next.
Earlier there were media reports that writing of textbooks for the new curricula was not progressing as well as it should have. Now this is one of the, if not the most, important conditions that had to be fulfilled before going for even the pilot project. Of course, the other highly important factor is the creation of a pool of expert teachers who can be equal to the challenge. About the objective or purpose of the new curricula, there is no argument at all. But teachers who have become accustomed to imparting lessons in the conventional ways and themselves received education in that manner are ill-equipped to prepare their students under the new curricula.
The radically reformed system has sought to make class teaching complete by itself. Moreover learning lessons has to be attractive and enjoyable with an emphasis on practical application of knowledge. How is this possible unless the teachers of the old ways and the stereotype are extensively trained on the teaching methods and become well versed with the subjects of the textbooks? Or, in case of not coping with the demanding system, phased out!
Preparation and development of textbooks are crucial, so are their interpreters---teachers that is ---who need to be creative enough to present instant examples of what is theorised or thematically presented. In advanced countries, the subject matters in textbooks for lower classes are dealt with in a most attractive and simple way with pictorial descriptions and analysis. Sometimes learning turns out to be a fun which the authorities here also refer to. This helps students' comprehension. Teachers are equally adept in satisfying questioning young minds. So, one does not have to learn by rote, the subject matter is realised within the realm of experience.
So far writing textbooks for the new curricula, pandemic time cannot be an excuse. In fact, the prolonged home confinement could be better used by individual and panel writers. The important question is, have the most eligible scholars and educationists been approached to do, or assigned, the task that will prepare the next generation to take up the knowledge-based challenges of the time?
When there will be no examination up to class III and 60 per cent evaluation will be made on the basis of continuous assessment and the rest 40 per cent through examinations for grades IV to VIII and the 50-50 assessment and examination will be the criterion for evaluation of students' performance for students of grade IX and X, how comprehensive class lessons ought to be needs hardly any elaboration. Textbooks and teachers together have to be up to the mark. Or, else the entire project will remain a wishful thinking. At least a 10 years programme was necessary for developing a suitable crop of teachers offering them both positions and attractive pay packages. Without massive investment in education and developing the right sets of textbooks, teachers and infrastructure, it is impossible to implement the basics of the new-look education.
Village schools rarely have, unlike in the past, quality teaching staff. In towns and cities there are qualified and expert teachers but unfortunately the majority of them earn a hefty amount from private coaching and that is at the expense of class teaching. Can they change themselves overnight? Higher pay package is also necessary for weaning them off their paying coaching business. Preparation before introduction of such an epoch-making education system has to be as complete as possible. Of course, initial trial and error cannot be ruled out for continually streamlining the method but if there is a lack of preparation, even a system of the highest order with immense possibilities can end up in frustration. Let this not happen.
If preparation is not up to the mark, the pilot programme can be extended to see how things turn out. Let the textbooks be reviewed and edited by experts in the respective disciplines. Also, recruitment and training of teachers be completed before introduction of the proposed curricula.