Subsequent to the unveiling of the National Curricular Framework (NCF) for school education on Wednesday, educational leaders and instructors in Delhi have expressed a spectrum of concerns pertaining to the potential logistical complexities that could arise from administering board examinations at least twice annually, the velocity at which modifications are being introduced, and the need for more comprehensive elucidation of implementation procedures.
The NCF for school education specifies that pupils in Classes 10 and 12 will have the opportunity to undertake board examinations on a minimum of two occasions during the academic year, with only the highest score being preserved. The NCF also outlines that \”in due course, Examination Boards should establish the capability to offer \’on demand\’ examinations.\”
Minakshi Kushwaha, Principal of Birla Vidya Niketan, remarked, \”The feasibility of conducting biannual board exams remains uncertain unless the structure is reconfigured. It\’s customary to provide preparatory intervals prior to board exams. Typically, these exams span over a month for completion. This pattern would necessitate a transformation, possibly integrating them into the daily routine.\”
Ameeta Wattal, Chairperson of DLF Education and Scholarships, added, \”The introduction of two board exams will engender dual stress points within a single year. Students would be perpetually engrossed in coursework, leaving no respite. Contrarily, the initial months offer a degree of ease, and intensity escalates around November. With semiannual exams, an unceasing cycle of examination would prevail.\”
Sudha Acharya, Principal of ITL Public School, contributed, \”The feasibility and logistics of administering biannual board exams merit deliberate consideration. Presently, the administration, assessment, and declaration of results for a board exam necessitate about a month and a half.\”
The NCF introduces additional changes. In Classes 11 and 12, the framework outlines the introduction of \”choice-based courses to offer students flexibility and alternatives, eradicating rigid delineations between disciplines and academic domains.\” Learners in these classes are required to study two language education subjects, with at least one being an indigenous Indian language.
Kushwaha indicated, \”The proposition of two languages isn\’t unfavorable. With regard to choice-based courses, students often incline towards science, commerce, or humanities due to similar prerequisites for Delhi University admissions. Alignment with higher education is pivotal.\”
Wattal agreed, expressing, \”The efficacy of flexible courses is contingent upon universities\’ concurrence. Learners should be granted the autonomy to elect subjects they prefer. Nevertheless, augmenting the selection with a broader array of subjects is essential.\” She also underscored the gradual implementation of all modifications.
Tania Joshi, Principal of The Indian School, observed, \”The acceptance of these changes hinges on the perspectives of students and parents. Board exams inherently generate stress among students. We necessitate more intricate insights into the strategies to be adopted. This marks a paradigm shift and presents a challenge for educational institutions, parents, and learners alike.\”