The Government’s decision to reduce NCERT syllabus by half is a well-considered decision that will bring much relief to the students but it is going to be a tight rope walk for MHRD

The recent announcement on reducing the National Council of Educational Research and Training (NCERT) curriculum by one-half indicates a much-sought-after and well-considered response from the Human Resource Development Minister Prakash Javadekar. It has the strength of futuristic professional vision and extraordinary courage on the part of decision-makers.  But can it really happenIJ People, including parents and children, are keen to know whether it can really take a practical shapeIJ And if indeed it materialises in word and spirit, would it be an outstanding educational reform that will change the process of teaching and learning, open up new vistas for personality development and nurture talent in Indian schools busy educating 230 million childrenIJ

One would like to envision a drastic change in the school environment, children rushing to schools, working in groups, performing experiments, participating in sports and games, and above all, free from the fear of examinations. If implemented in true word and spirit, it can really usher in a revolutionary change in the life of  children and adolescents.

The present situation of excessive curriculum load, huge weighty school bag, learning by rote, fear of future, neglect of mother tongue in initial stages, focus only on the Board marks/grades, and a couple of related factors; impedes the blossoming of instinctive bounty of curiosity, creativity, along with the ‘power’ of ideas and of imagination. The change envisaged can bring childhood back to children in schools which indeed is their genuine right.  It will be worthwhile to recall what Mahatma Gandhi wrote in 1933, as it has an amazing contemporary relevance: “Real education has to draw out the best from the boys and girls to be educated. This can never be done by packing ill-assorted and unwanted information into the heads of the students. It becomes a dead weight crushing all the originality in them and turning them into mere automata”.  let one not ignore the stark reality that education systems world-over are known to most change-resistant systems. Voices form vested interest and unaware ‘experts’ are already audible that reducing syllabus or making textbooks thinner will reduce learning. Amen!

In 1989, author RK Narayan, in his maiden speech in the Rajya Sabha said,  “More children on account of this daily burden develop a stoop and hang their arms forward like a chimpanzee while walking.... It is a cruel harsh life imposed on her and I present her case before this House and the honorable members to think over and devise a remedy by changing the whole educational system and outlook so that childhood has a chance to bloom”.

Emphasising that an average child carried bags strapped to his back like a ‘pack-mule’, he said: “The hardship starts right at home when straight from bed the child is pulled out and got ready for school even before his faculties are awake. He or she is groomed and stuffed into a uniform and packed off with a loaded bag on her back”.

His speech attracted nationwide debate on the urgency to initiate remedial action. Consequently, in March 1992, the Union Government appointed a National Advisory Committee under the chairmanship of professor Yash pal:  “To advise on the ways and means to reduce the load on school students at all levels particularly the young students while improving quality of learning including capability for lifelong self-learning skill formulation”.

It was also indicated that in pursuance of the task assigned to it, the committee may examine all aspects related to the curricula, entrance criterion and exit attainments at various levels and also look at the stress caused by the fear of examinations. The committee, in consultation with experts and stake-holder, delineated factors that needed remediation. These included focus on information instead of knowledge, involvement of experts not familiar with classroom situations in curriculum development and textbook writing, archaic teaching approach, centralised nature of the curriculum and the nature of examination pattern.

A major initiative to reduce school syllabus was undertaken after the release of the National Curriculum Framework for School Education on November 14, 2000. However, its impact could not be gauged as it was junked post-haste in 2004-05 after a change of Government at the Centre in May 2004.

Practically, every education-conscious nation changes its school curriculum after every five years, if not earlier. Provision is also kept for the inclusion of ‘frontline curriculum’ even earlier, before the next curriculum changes the cycle to accommodate new aspect that needs to be brought within the learning ambit of children without delay. India continues with its school curriculum framework prepared in 2005, which, to say the least, is indeed puzzling. 

In common public perception, heavy textbooks and load of the school bag is the creation of the national advisory body on education, the NCERT. This, in real terms, can only be partially true. Take the simple recommendation that there should be no school bags and no homework for children in class I and II. It appears reasonable and pedagogically sound. This should create no problems in its actual implementation.

How many Indian schools have ever made a sincere attempt to try it outIJ Not only this, majority of private schools that follow the Central Board of Secondary Education syllabus and use NCERT books invariably, prescribe additional books, passbooks, exercise books and  other materials from private publishers. It will serve no purpose to close our eyes to these ‘economic and dividend-oriented’ practices that are now widespread in a significant number of schools.  These are sold at exorbitant prices, often within the school premises.  How can one expect such managements to focus on creating a value-based learning environment conducive to ‘joyful learning’IJ 

Gradual loss of credibility and public acceptance of sarkari schools have led to several unacceptable practices in the much-sought-after private schools. These invariably accentuate avoidable stress and burden on the learners, which is also radiated to their parents and families.  When readymade projects are available in the school bookshop for a price, who should take the blame for the resulting loss of learning and skill acquisition on the part of the childIJ

Our systems are so lethargic that schools do not even modify their timetable judiciously to avoid daily loading of bags with ‘all subjects, all textbooks and all exercise books’. More often than not, the stress and strain is also accentuated because of professionally underprepared teachers, and non-availability of guidance counselors. 

 In light of the new announcement by the Union Minister, the challenge before the education system is indeed very daunting. Every State Government has to be brought on board and have to be convinced that the decision is in the best interest of every learner; would help in developing their total personality; give them a sense of self-confidence; and nurture the inherent curiosity and creativity which, under the excessive prescriptive syllabus and the memory-based examination system is invariably crushed.

The power of ideas and imagination are lost in the dark corners generated by the fear of examinations and the pressure to secure ‘extra marks’. An intensive programme of generating awareness amongst the State level  and  district/block level functionaries is needed to let them internalise how the reduction of the syllabus and size would provide time and space for such activities that would help children to grow mentally, physically and socially to become creative and constructive member of the society.  

(The writer is former Director, NCERT and an educationist)