By Advait Moharir
The Central Board of Secondary Education (CBSE) has decided to drop the International curriculum (CBSE-i). The reason given by the Board was the lack of quality teaching material meeting International standards.
CBSE-i and why it was done away with
‘CBSE-i’ is a global curriculum which is an enquiry based individualised learning system having international benchmarks. The aim of the programme was to enhance skill development, and help students develop new perspectives by exposing them to quality learning material. This was attempted by introducing flexibility in courses so that different learning capacities at individual levels could be catered to. The move, which started as a pilot project, became hugely popular, with around 50 schools in India adopting the curriculum.
Class 10 Board examinations are back | Photo Courtesy: The Indian ExpressDespite this, the Board has taken down the project for a comprehensive review. Many students will now have to shift to the old CBSE syllabus. This is unfortunate since normal CBSE schools do not have enough capacity. Also, parents and teachers are unhappy as students were used to the new syllabus and teachers had honed their skills accordingly. Though the CBSE has its reasons, the timing of the removal is bad. There are no alternatives for many children. Removing it in phases would have been a preferable idea.
3 language model
Another change by the CBSE includes extending the three language model till the 10th class. The rationale behind the move was explained by Dr Mousumi Bhoumick, who worked on the CBSE Advisory Committee – The theory behind the three-language format is that students should first be taught their mother tongue, then a language is spoken in their environment, and thirdly the language of the society in which they stay. Thereafter, they can be taught foreign languages. With students already under pressure from schools and parents, the introduction of the third language will be a burden.
[su_pullquote]The Boards intentions need to be backed up with incentives like foreign language certification or reduction in the content of other subjects.[/su_pullquote]
Students usually tend to be utilitarian in matters of choosing languages. They prefer to go for choices which will help them attain maximum marks. Thus, due to non-consideration of environmental factors by the CBSE, students now see this policy as anything but an attempt towards multilingualism. The Boards intentions need to be backed up with incentives like foreign language certification or reduction in the content of other subjects. Else, the policy will end up reducing the students desire to learn and cultivate animosity instead of admiration.
Mandating board examinations for class 10th
Another significant policy change by the CBSE is the return of mandatory Board examinations for Class 10th. This, in essence, means the removal of the optional examination scheme put in place five years ago the Complete and Comprehensive Evaluation (CCE) system. The Boards decision seems quite rational initially. The policy includes a return of detention, which will spur competition and help create a healthy learning environment.
Also, a return of the Board exam will streamline learning and ensure homogeneity in assessment.
However, the actual return of Board exams is due to reduction in quality of learning. ‘CCE’ failed due to a lack of structural support. Unclear guidelines led to haphazard implementation, and this along with the no-detention policy created a weak, tepid and disengaged system.
The way forward
The Board needs to formulate policies more carefully. It must take into consideration students, keep in mind ground realities, and avoid abrupt policy rollbacks. It also needs to engage in fruitful dialogue with State Boards and ensure that they are on the same page, in letter and spirit. For long-term measures, it also needs to engage with educationists and alternate schools to identify loopholes in the current system. Furthermore, it must bring about reforms, both structural and functional. Only then will it move towards its vision of a robust, vibrant and holistic school system.