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7 years ago

Textbook imbroglio

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If anything, it is a multi-dimensional textbook imbroglio this time. First, a decision has already been taken to reduce the number of textbooks for students of class VI, VII and VIII from 14 to nine from 2019. This is only after distribution of those books. Examinations on two subjects too will be done away with. The decision will be implemented in phases from 2019, according to reports. If this is so, students of these three classes this year and next year will have to be burdened with 13 subjects for which 14 books have already been distributed. Students of class V have only six books approved by the National Curriculum and Textbook Board (NCTB).
Imagine the horror of subjecting a student of class VI to as many as 14 textbooks. A furore over such atrocities on young learners compelled the authorities to sit together and they came up with this laudable decision. The decision will prove laudable when it takes effect. But what about the students of 2017 and 2018 academic years? They surely have not committed any crime to deserve this.
Students so young under pressure are naturally compelled to look for helps from tutors and coaching centres and even note and guide books. In the name of education, students are actually coerced and made disinterested in learning. Also, private tuition and commercial coaching business are encouraged by this. If books can be brought down from 14 to nine two years later, why can't the same be done now?
The argument for implementing the decision from 2019 is that primary education by that time will be up to class VIII and hence subjects, books and examinations could be reduced then. What a lame excuse! If books are greater in number, syllabi contain new lessons or difficult ones; such a wait is in order. Because teachers need to be either recruited or the existing ones made familiar with those so that they can teach in classes. Whoever has heard that to dispense with unnecessary books there is a need for two years' time. One of the methods the authorities intend to follow is to evaluate a couple of subjects in classes but without a final examination at the end of the academic year. Why don't follow the same now?
Clearly, the realisation has dawned upon the authorities that too many books, subjects and examinations are standing in the way of imparting lessons or education to students of the secondary levels. So there is a move towards reducing the number of books and examinations on subjects for class IX and X. This is necessary because it is meaningless to have 13 subjects at this level of education.
If this is one aspect of the educational mess, both naivety and deliberate move to make textbooks unpalatable in theme and production have taken a heavy toll on them. Promotion of an alleged underlying theme of 'communalism' has drawn flak from various quarters. Two civil servants given the responsibility to finalise the list of writers and poets have made a mess of things. When the general expectation was to include writings on pro-Liberation, liberal and secular spirit and values, there is an undercurrent to promote religious obscurantism through the subjects included in Bangla textbooks.
Then comes the issue of numerous errors -both factual and printing. Already the education minister has taken serious exception to the casual approach made by some responsible officials of the NCTB. His observation is that to err is human; but then there is a limit to making mistakes. Some of the errors, according to him, found in the text books cannot be pardoned. Those responsible for such gross mistakes will have to pay for the blunders. Already the chief editor of the NCTB and another top specialist have been made officers on special duty (OSD). An artist-cum-designer of the same organisation too has been temporarily suspended.
In this case, the education minister has mentioned a number of options for remedying the errors. In case of particularly objectionable subjects, the pages would be taken off, in case of printing errors, a supplementary corrected sheet or booklet will be prepared and sent to schools. Whether such options will be good enough to replace the alleged 'communal' theme with a secular one is yet to be clear, though.
At this point, it is also incumbent on the education minister to announce what action would be taken against the bureaucrats who were responsible for delivering the alleged 'communal tilt' in the textbooks of impressionable children. If NCTB officials are meted out punishment, the secretaries of the republic cannot evade the same. They must be meted out what they deserve for bringing such a venture to disrepute.
All this is, however, a symptom of a malaise that bedevils the country's education sector. Too many experiments are being done with young learners. That bureaucrats dare dismiss recommendations made by eminent educationists in order to impose their hubris and audacity is really frustrating. Preparation of curricula and books for young children is too important a task to be left to bureaucrats. In fact, this part of the world has a long way to go before writers and poets master the language and the level of understanding to compose books most appealing to students of primary and secondary schools.            
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