Keeping this in view, India must immediately put a stop to the process of board examinations. Apart from India, there are very few countries in the world which follow this board examination system. In this regard, Kapil Sibal’s decision of doing away with the Tenth board examinations is a welcome step. There are a few schools as well as colleges in India that have come up on the pattern followed by the West. But they are very few in number. And most of these institutions are too costly for an average Indian to afford. There is a need for more of such institutions. But the pace at which modern institutes modelled on the western principle are coming up, there is scope for optimism. This will revolutionise the education system. The spread of Internet will ensure that teachers need not be physically present in classrooms. Desktops will, no doubt, replace blackboards.
However, adapting to this new system will pose a serious challenge to Indian teachers, long used to traditional modes and tools of tutoring. Since bookish knowledge won’t suffice, they will have to rise to the challenge of satisfying the students’ inquisitiveness. In other words, they need to have solid grasp over their respective subjects. But looking at the current crop of teachers in colleges and universities, one wonders if they will fit the bill. Another problem that plagues the Indian education system is its lopsided stress on traditional courses at the expense of professional courses.
The government is blissfully unaware of the challenges that it is going to face in the future. It becomes evident when you see the policy mandarins wasting resources on extravagant buildings and not on introducing scientifically designed textbooks.
The B.Ed examination system that has been made compulsory for school teachers primarily focuses on teaching techniques and is in no position to judge the command the teachers enjoy over their respective subjects of expertise. In a way, it is accepted that a teacher, who, in most cases, is a graduate, is qualified enough to teach in schools. This is fundamentally flawed. The B. Ed system should be designed in a way that it incorporates all the new researches and information that have come up in a particular subject.
For Complete IIPM Article, Click on IIPM Article
Source : IIPM Editorial, 2009
However, adapting to this new system will pose a serious challenge to Indian teachers, long used to traditional modes and tools of tutoring. Since bookish knowledge won’t suffice, they will have to rise to the challenge of satisfying the students’ inquisitiveness. In other words, they need to have solid grasp over their respective subjects. But looking at the current crop of teachers in colleges and universities, one wonders if they will fit the bill. Another problem that plagues the Indian education system is its lopsided stress on traditional courses at the expense of professional courses.
The government is blissfully unaware of the challenges that it is going to face in the future. It becomes evident when you see the policy mandarins wasting resources on extravagant buildings and not on introducing scientifically designed textbooks.
The B.Ed examination system that has been made compulsory for school teachers primarily focuses on teaching techniques and is in no position to judge the command the teachers enjoy over their respective subjects of expertise. In a way, it is accepted that a teacher, who, in most cases, is a graduate, is qualified enough to teach in schools. This is fundamentally flawed. The B. Ed system should be designed in a way that it incorporates all the new researches and information that have come up in a particular subject.
For Complete IIPM Article, Click on IIPM Article
Source : IIPM Editorial, 2009
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