Lessons for the state

The intentions have always been the best, the aims sky-high. But even with the best of motives, there is still a vast gap between mere principle and practice. As is visible in the implementation of the state government8217;s competency-based system of evaluation, introduced two years back. The scheme was started when it was found that most students reaching Std IV could not even read or write; and students were allowed to go till Std IV without passing any exams. Competency-based education was meant to iron out these problems, to ensure at least minimum learning in every student.

Perhaps the government did not give enough thought to the sheer numbers that confront every teacher. In a class of 60-70, no teacher will be able to give special attention to every student, unlike in Western countries from where the concept was drawn. Several schools did not even implement the scheme in its true spirit. No wonder then that the government has woken up this year to reintroduce annual examinations, with twocompetency-based quarterly tests. Not only is it a pointer to the fact that there was no uniformity in assessment in various schools, but also to the shortfalls in the implementation of continuous evaluation. But it is clear that the numbers game has indeed come in the way of an excellent system of learning. Even the biggest critics of competency-based education see its merits, its potential to help weak students. But when 70 students huddle in a class together, the possibilities are not explored in full. A common complaint is that the teachers8217; job has been reduced to a clerical one, considering the amount of records to be maintained. To continuously assess a student throughout the academic year and keep records of his or her capabilities is no mean task. And only a definite improvement in the student-teacher ratio can prevent the new system from regressing to the old one.