In a country with a board of education in almost every state and three in the Centre, a uniform curriculum and assessment system is hard - if not impossible - to ensure.
With experts predicting a major increment in the budget allocated to secondary education, it becomes all the more imperative for the various exam boards to demonstrate the scope for modernisation in their character.
With experts predicting a major increment in the budget allocated to secondary education, it becomes all the more imperative for the various exam boards to demonstrate the scope for modernisation in their character.
"Students from states with rigid curricula in terms of content and options, rarely find a place in institutions of repute across the metropolitan cities. State education boards need to broaden their course and evaluate according to a more flexible criterion," says Puran Chand, joint secretary, Council of Boards of Secondary Education (COBSE).
Certain boards have managed to establish themselves as role models across the country, leaving the others to follow suit. These bodies may be compared primarily on the basis of their curriculum, evaluation and teaching methodology, through the consequent student performance.
Courses and curriculum
Most state education boards feel that diversity being one of the important characteristics of the country, a state's characteristics ought to be reflected in its education system. Subsequently, curriculum has become the foremost parameter for assessing the supremacy of any board.
However, at present there is a nationwide realisation that localisation of curriculum serves more as a hindrance in the race for standardised education.
State boards are moving towards the model of central boards in order to upgrade themselves. For instance, Chhattisgarh, the first state to include RTI (Right to Information) in its curriculum, is trying to adapt to standards set by the Central Board of Secondary Education (CBSE).
Says B K S Ray, who has recently taken charge as chairman of the Chhattisgarh Board of Secondary Education, "Our syllabus caters to the ground realities that students from a largely tribal population can identify with. Yet, if these students are to pursue quality education in accordance with global standards, this curriculum needs to be revised. We are now ensuring a move towards the CBSE format in a big way."
Meanwhile, the Uttar Pradesh Board of High School and Intermediate Education (UPBHSIE) has a curriculum designed to meet the contemporary needs of students.
"Ours is the only board where a student can pass high school without Mathematics, as we have Home Science as an option to maths. Though we have not yet included vocational subjects, we have incorporated other fields like crisis management, environmental studies and health studies as a part of our syllabus," asserts Sanjay Mohan, chairman, UPBHSIE.
The Maharashtra State Board of Secondary and Higher Education (MSBSHE) follows the National Curriculum Framework (NCF) conceptualised by the National Council for Educational Research and Training (NCERT).
A unique feature of its syllabus is that textbooks are published in regional languages. "We are a state with a largely multi-lingual population. For example, Nagpur has a sizeable Bengali-speaking population. Hence, we are the only state publishing textbooks in eight regional languages. As far as the standard of curriculum is concerned, most of our students secure admission to premier universities like JNU," explains Vasant Kalpande, chairman, MSBSHE.
Certain boards have managed to establish themselves as role models across the country, leaving the others to follow suit. These bodies may be compared primarily on the basis of their curriculum, evaluation and teaching methodology, through the consequent student performance.
Courses and curriculum
Most state education boards feel that diversity being one of the important characteristics of the country, a state's characteristics ought to be reflected in its education system. Subsequently, curriculum has become the foremost parameter for assessing the supremacy of any board.
However, at present there is a nationwide realisation that localisation of curriculum serves more as a hindrance in the race for standardised education.
State boards are moving towards the model of central boards in order to upgrade themselves. For instance, Chhattisgarh, the first state to include RTI (Right to Information) in its curriculum, is trying to adapt to standards set by the Central Board of Secondary Education (CBSE).
Says B K S Ray, who has recently taken charge as chairman of the Chhattisgarh Board of Secondary Education, "Our syllabus caters to the ground realities that students from a largely tribal population can identify with. Yet, if these students are to pursue quality education in accordance with global standards, this curriculum needs to be revised. We are now ensuring a move towards the CBSE format in a big way."
Meanwhile, the Uttar Pradesh Board of High School and Intermediate Education (UPBHSIE) has a curriculum designed to meet the contemporary needs of students.
"Ours is the only board where a student can pass high school without Mathematics, as we have Home Science as an option to maths. Though we have not yet included vocational subjects, we have incorporated other fields like crisis management, environmental studies and health studies as a part of our syllabus," asserts Sanjay Mohan, chairman, UPBHSIE.
The Maharashtra State Board of Secondary and Higher Education (MSBSHE) follows the National Curriculum Framework (NCF) conceptualised by the National Council for Educational Research and Training (NCERT).
A unique feature of its syllabus is that textbooks are published in regional languages. "We are a state with a largely multi-lingual population. For example, Nagpur has a sizeable Bengali-speaking population. Hence, we are the only state publishing textbooks in eight regional languages. As far as the standard of curriculum is concerned, most of our students secure admission to premier universities like JNU," explains Vasant Kalpande, chairman, MSBSHE.
Mode of evaluation
Though many boards believe that evaluation is subjective for different boards, they also believe that practical and theory papers can actually raise or reduce a student's final percentage. According to Ray, the CBSE has higher and tougher standards of evaluation.
In contrast, Kalpande claims that because students of the MSBSHE have three language subjects - instead of two under CBSE - the scores of students from Maharashtra remain relatively low.
Secondly, practical examinations comprise only 20% of the examination scores in Maharashtra, as compared to the 40% under CBSE.
Student performance
Most of the boards do agree that they need to put in more effort to reform their curriculum. However, not many boards agree with the criticism of the performance of their students when tested outside for higher education.
For instance, in metros like Mumbai, there are no Honours courses. So do students face a problem while seeking admissions in other metros? "Our students generally do not seek admission to other universities.
The city has its own reputed institutes. Our experience is that only students with parents in transferable jobs, relocate to other universities," defends Kalpande.
On the other hand, the UP Board curriculum is comparatively more flexible and shows better results. "Most of the IITs and IIMs have a huge number of UP Board students," boasts Mohan.
Though many boards believe that evaluation is subjective for different boards, they also believe that practical and theory papers can actually raise or reduce a student's final percentage. According to Ray, the CBSE has higher and tougher standards of evaluation.
In contrast, Kalpande claims that because students of the MSBSHE have three language subjects - instead of two under CBSE - the scores of students from Maharashtra remain relatively low.
Secondly, practical examinations comprise only 20% of the examination scores in Maharashtra, as compared to the 40% under CBSE.
Student performance
Most of the boards do agree that they need to put in more effort to reform their curriculum. However, not many boards agree with the criticism of the performance of their students when tested outside for higher education.
For instance, in metros like Mumbai, there are no Honours courses. So do students face a problem while seeking admissions in other metros? "Our students generally do not seek admission to other universities.
The city has its own reputed institutes. Our experience is that only students with parents in transferable jobs, relocate to other universities," defends Kalpande.
On the other hand, the UP Board curriculum is comparatively more flexible and shows better results. "Most of the IITs and IIMs have a huge number of UP Board students," boasts Mohan.
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