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Directions (Q. 51-65):
Read the following passagecarefully and answer the questions givenbelow it. Certain words are given in BOLD tohelp you locate them while answering some ofthe questions.
The main idea conveyed by the report isthat our children do not get a chance to enjoylearning at school because the syllabi are irrationally organised, teaching is text bookcentred and the system of examinations instilsfear and encourage mechanical repetition. Textbooks developed along the lines ofr econceptualised syllabi can attempt tointegrate positive values, life skills, aestheticsensibility and concern for the environment.They are interactive and make a conscious effortto point both children and the teachers towardsother sour ces of learning such asneighbourhood, nature etc. In addition twoparallel challenges deserve attention. The firstis examination reforms. Rigid indifference toindividual differences is the major flaw of thepresent system. From the quality of questionsto the manner of evaluation., it favours drilledpreparedness and ignores independent thoughtwhile the unrealistically high cut offs in covetedcolleges ar e a further sign of systemicinefficiency. It is hardly surprising that the verythought of examinations makes the youngdepressed. Moreover practices of splittingunified topics into arbitrary bits carrying smallmarks value encourage teachers to concentrateon scoring topics overlooking the importanceof perspective and overall understanding. Littlesurprise that many elite high fee schools areopting for international Baccalaureate notbecause it offer s status with its globalcertification but for its flexibility and respectfor individual differences in learning.
The second area is teacher training whichsuffers from obsolete notions. Most teachersare trained mainly to cover the syllabus in amechanical exam oriented manner. By insistingthat every child move at the same pace in allsubjects teachers encourage rote learning andridicule for those who fall behind. Teachertraining whether for nursery or secondaryschool teacher s should be embedded incourses, which have the capacity to developboth the teacher’s personality and perspectiveon society by linking subject learning withreflective and creative project work. Theultimate responsibility lies with universities andinstitutes of higher learning to ensure thequality of all teachers. Initiatives to improvethe content of teacher training courses willensure utilisation of desolate universitycampuses during summer vacations whichconceal an enormous waste of infrastructureand expertise. The quality of education is areflection of the quality of teachers and majorimprovements in their training and workingconditions will motivate the young to pursue ateaching career and determine how India faresin the pur suit of economic and socialdevelopment in the years to come.
ENGLISH LANGUAGE
Directions (Q. 51-65):
Read the following passagecarefully and answer the questions givenbelow it. Certain words are given in BOLD tohelp you locate them while answering some ofthe questions.
The main idea conveyed by the report isthat our children do not get a chance to enjoylearning at school because the syllabi are irrationally organised, teaching is text bookcentred and the system of examinations instilsfear and encourage mechanical repetition. Textbooks developed along the lines ofr econceptualised syllabi can attempt tointegrate positive values, life skills, aestheticsensibility and concern for the environment.They are interactive and make a conscious effortto point both children and the teachers towardsother sour ces of learning such asneighbourhood, nature etc. In addition twoparallel challenges deserve attention. The firstis examination reforms. Rigid indifference toindividual differences is the major flaw of thepresent system. From the quality of questionsto the manner of evaluation., it favours drilledpreparedness and ignores independent thoughtwhile the unrealistically high cut offs in covetedcolleges ar e a further sign of systemicinefficiency. It is hardly surprising that the verythought of examinations makes the youngdepressed. Moreover practices of splittingunified topics into arbitrary bits carrying smallmarks value encourage teachers to concentrateon scoring topics overlooking the importanceof perspective and overall understanding. Littlesurprise that many elite high fee schools areopting for international Baccalaureate notbecause it offer s status with its globalcertification but for its flexibility and respectfor individual differences in learning.
The second area is teacher training whichsuffers from obsolete notions. Most teachersare trained mainly to cover the syllabus in amechanical exam oriented manner. By insistingthat every child move at the same pace in allsubjects teachers encourage rote learning andridicule for those who fall behind. Teachertraining whether for nursery or secondaryschool teacher s should be embedded incourses, which have the capacity to developboth the teacher’s personality and perspectiveon society by linking subject learning withreflective and creative project work. Theultimate responsibility lies with universities andinstitutes of higher learning to ensure thequality of all teachers. Initiatives to improvethe content of teacher training courses willensure utilisation of desolate universitycampuses during summer vacations whichconceal an enormous waste of infrastructureand expertise. The quality of education is areflection of the quality of teachers and majorimprovements in their training and workingconditions will motivate the young to pursue ateaching career and determine how India faresin the pur suit of economic and socialdevelopment in the years to come.
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