SCRAP THE STATE BOARD EDUCATION SYSTEM

Uniformity in administration brings about an effectiveness of policy execution in any country, or even in an organisation or an institute. It is this effectiveness which translates into a successful enterprise of governance and leads to stability. If there are double standards, it becomes very difficult for an effective administration to take shape – leading to utter commotion. This is an event which we must steer clear of. Yet, we in India thrive upon chaos, find success in anarchy and cleanse ourselves in a complete mess.
Education is an important pillar of any society. It is of utmost importance that we give it all the privileges it requires to flourish. If education blossoms, it showers us with a lot of effective instruments to progress in this competitive world. For a country like India, education takes prime position. Ours is a knowledge based economy and if we dilute the effectiveness of our educational system by introducing dubious administrative policies, Dr. Kalam’s dream of seeing India as an educational superpower will be drowned in the words of his book.
Our country has seen very many policies which seem to be heading towards some success, but then again for every good policy, there are multiple policies which seem to mar the prospect of a sound educational system. The ‘Sarva Shiksha Abhiyan’ was a good step towards universal education and was pregnant with good causes and expectant with a hopeful execution. Then again, in its wake came the very unsavoury Reservation Bill and this completely manhandled the purpose of education.
The establishment of a few more IITs is an amazing step, yet the fact remains that they have begun operating in make-shift campuses or in the classrooms of the older IITs. IIM Ahmedabad won’t be allowed an additional campus in Mumbai till there is an excess, unwanted and unnecessary reservation for students of Maharashtra. What can we say about such administrative policies? Is there much to even discuss as to how clueless the babus are when they decide upon educational matters?
One facet of the Indian educational system which I believe is hampering our growth is the allowance given to states to formulate their own educational systems in addition to one existing in the centre, which is the CBSE or ICSE/ISC. With two or maybe three active educational boards existing in every state, there is a very thin line between a possibility of a chaotic environment, as a direct result of the dual board system, and a harmonious existence.
A single unified system is better because it helps us focus on what is important. It also helps the people to completely identify with the system of education prevalent in the country rather than be confused as to its implications. I have traveled a good measure of the country and have studied all around. I cannot even begin to describe the discomfort of fitting into the various systems of education which are in every state. Fitting into the different basics of each state syllabus can take a toll and is not a pleasant experience.
One might argue the presence of Central Schools across the parameter of the country, but how many families constantly on the move would make a choice of this system. Private schools offer more appealing options. Accommodation of students in this environment becomes troublesome with the addition of the state language in the curriculum. It adds to the difficulty. With personal experience I had to learn two state languages with enormous difficulty while I resided in Gujarat and Orissa.
A unified system of examination and education will also help facilitate college admission, especially in the places where prestigious colleges are placed. I have come across instances where good student and more importantly deserving students have failed to apply to the Delhi University admission process because the state board results have failed to come up in the time complying with the admission dates.
Then there is the dilemma of how the colleges and universities evaluate students of different educational background and give them admission into the courses offered. The biggest obstacle is to judge both the capabilities with judicious judgment so as not to discriminate one against the other. Still there are problems in this situation. There are no set guidelines as to how to separately evaluate every students presenting himself/herself from a different educational board. The government has not presented us or has not thought it to be prudent enough to draw up such procedures. It does not also help us when we understand that our admission procedure is all about marks and does not look at the over all student as a person.
With such kind of educational losses, which take place on both sides, it is necessary that the government lead by the HRD Ministry, needs to consolidate the entire process of education in the country thus bringing the entire faculty under one umbrella. It will help us unify the very disarrayed system of education. The problems discussed above will mitigate and help us to create an even more effective knowledge economy in the country

CBSE Equivalence to Madrassa Certificates...!!!

The Human Resource Development (HRD) Ministry is ready to grant Madrassa certificates; equivalence to the Central Board of Secondary Education (CBSE).This recommendation has been made by the Sachar Committee, which was appointed by the HRD Ministry to review the status of minorities. This suggestion also finds mention in the Prime Minister’s 15-point program for minorities. As per the recommendation, students can also approach a Madrassa board in other states to get CBSE equivalence, if a state does not have a Madrassa board.

A committee appointed in 2007 proposed to recognize ‘Aalim’ degrees offered by Madrassas for admissions into the B.A. course. ‘Fazil’ degrees were also proposed to be recognized for admissions to post graduate programmmes.

This move by the government appears to be political one rather than a genuine one. Madrassas are the centers of Islamic learning.Although some Madrassas teach secular subjects like logic, language(Urdu and Persian), Islamic history, Calligraphy, Geography etc,in general Madrassas offer a religious based curriculum,focusing on the Quran and Islamic texts.Often a religious-based curriculum focuses on the Quran and Islamic texts. But, they do not train students in modern science, technology and value system. The major difference between Madrassas and the normal schools is that the education imparted in Madrassas are not enough to qualify the students to get employment in this modern world and survive. Recently,The Uttar Pradesh Board of Madarsa Education (UPBME) banned co-education in madarsas across the state, saying it is against the “spirit of Islam”.

The genesis of Madrassa in South Asia is attributable to the Delhi Sultanate. The original purpose of the Madrassa was to equip the youth for the administrative service of the Sultanate. Since the decline and eventual cessation of muslim rule in India, the graduates of Madrassa do not have job opportunities outside the umma. Apart from a handful of ones who continue their studies in departments of Islamics, Arabic, Persian or Urdu in some of the Modern Indian Universities. The more accomplished of these graduates from dual systems of education get absorbed in Universities, the rest remain content with either teaching in the fast mushrooming Madrassa (Government or independent) or becoming leaders (imams) of the equally fast growing mosques.

Two of the famous Islamic institutions are “Darul Uloom Deoband” and “Darul Uloom Nadwatul Ulama- Lucknow”. Darul Uloom has a comprehensive syllabus. It consists of 4 stages – primary, middle, high and specialization. In the primary syllabus students are taught Urdu, Persian, Hindi, Geography, Arabic Grammar and Composition. Nadwatul Ulama of Lucknow also brought about certain far-reaching changes in the traditional curriculum of the Qaumi Madrassas of India in response to the changed circumstances and needs of the time. The primary five years cover complete primary education as prescribed for general schools besides giving a sound religious base to its students.

But, there are many Madrassas which are not affiliated to them and which give more importance to Islamic subjects, in some cases completely ignoring secular subjects. There is an absence of a centralized agency to exercise control on all Madrassas. Hence some Madrassas follow their own designated syllabus which is a hindrance for smooth functioning and standardising of quality education. There is a lack of modern teaching methodology in about all big and small Madrassas. Madrassa educated people in general, find it difficult to get established and earn money and livelihood. In order to provide appropriate leadership and guidance, Madrassas must give particular stress to the learning of the English language, which at present is absent. In short, there is lack of ability in its alumni, to cope with the challenges of modern world.

Further, some experts also suggest that a small group of radicalized Madrassas, especially the ones located in Border areas promote extremist form of Islam.According to the task force, there are 905 Mosques and 439 Madrassas along Indo-Bangladesh border on the Indian side.A detailed Indian intelligence report issued some years ago claimed that some Madrassas were functioning as training grounds for anti-Indian elements. The report went on to suggest that muftis, maulvis and imams in these schools may have been replaced by what it calls “highly fanatic agents of ISI”, secretly working for the break- up of India. In May 2001, a ministerial group for the “reform of internal security” headed by the then Indian Home Minister L.K. Advani, released a 137-page report that recommended, among other measures, a close scrutiny of Madrassas.

Under such situations, the decision to grant CBSE equivalence to Madrassa certificates is very unwise and appears to be politically motivated step. Few claim that the present step is a welcome one, as it aims to enrich the Islamic heritage of India by mainstreaming Islamic studies. But, why Government has not thought about supporting and encouraging the Hindu studies? Why are there no such steps towards mainstreaming Vedic Patshalas and Sanskrit Patshalas? Why the traditional gurukula system has almost vanished?

Instead of vote-bank politics, government should concentrate on improving the education system of India. Government should make religion as one compulsory subject in Primary and High schools. Students can study any religion they want. By this, Hindu students can learn Hindu religion and culture and Muslim students can learn Islam along with Maths and Science. Curriculum may be designed such that, at primary level one can study one’s own religion and at High school level they can study comparative religions. Apart from that, Religious schools Hindu, Muslim and Christian can be instructed to have curriculum such that, along with detailed religious studies, modern subjects are included. In this direction, Modernization of Madrassas are necessary to bring them on par with secular schools. Only after this, the equivalent status to CBSE should be provided. Further, such a provision should be provided for Vedic and Sanskrit Patshalas too.

  

Nithin Shridhar