The days of learning complex mathematical equations or convoluted chemistry formulae may not be over for students, but life is about to get a little less stressful for them in India. CBSE, along with NCERT, are revamping their curriculum to lay focus on “experiential learning” aspects.
The changes instituted by the Central Board of Secondary Education (CBSE) will allow teachers to plan their lessons in such a way that children relate the fundamentals taught in classrooms to their daily life.
Less stress, more fun with experiential learning
The authorities of CBSE and NCERT (National Council of Educational Research and Training) are laying more stress on the emotional well being of the students. There is a conscious effort to reduce the workload of students. CBSE curriculum is also integrating “health and physical education” into the academic mandate.
The NCERT textbooks now carry lessons on “Motivation and Emotions” and “Meeting Life Challenges.”
Anurag Tripathi, Secretary of CBSE Board, commented that academic improvement would continue to be a focus area and there will be more policy initiatives unveiled in the coming days. He added,
“Students should learn from what they study and use it. It should not be rote learning for them, which they only learn for exams and then forget.”
The “Adolescence Education Programme” under NCERT will also impart life skills to children. This is in line with the “National Education Policy,” the draft of which was submitted last month by Chairman Dr. Kasturirangan to Union HRD Minister Ramesh Pokriyal.
A critical ingredient for success
While the sentiments and intentions behind policy reformations are noble, the success of this endeavor will depend significantly on the availability of teachers who are trained to “deliver the goods.”
India may not have the same problem as other developing nations but the uneven distribution of “qualified” teachers across private and public schools still create dissimilitude.
The committee which drafted the National Education Policy has recommended massive transformation where training the teachers are concerned. They have recommended active measures such as shutting down training institutes that do not meet the quality criteria. The aim is to make B.Ed the essential qualification for any teacher.
