Where are the points that we need to know? – Part XI

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It is being discussed everywhere; being recommended, being emphasised; being demanded by the parents, by the parents, by the teachers and students – if the ‘reports’ are to be believed.

‘Digital Literacy’.

Many ‘analysts’ strongly contend that the ‘future’ will be fully digitalised and hence it is high time our education be made digital in tune with the changing times. This is true to a certain extent though I do personally feel that the time is still not ripe for digital education. There again, many people argue that we should not wait anymore and we should act ahead of time. But, ‘to ripen’ should be a natural process and there is no harm waiting for it.  

The draft report on New Education Policy deals with the issue under the caption: ‘Digital literacy and computational thinking’. It says – ‘the curriculum will integrate digital literacy for all learners at basic level , with hands on assessments and worksheets keeping in mind the available digital infrastructure on the ground’.

This opening remark on the issue is obviously not too optimistic. When it says -‘keeping in mind the available infrastructure on the ground’, what does the committee want to convey to us? If there has to be a thrust for something new, naturally, there should be attempts to invest more towards developing a stronger infrastructure. How can anyone plan something big with ‘whatever available now’?

‘At a more advanced level’ says the report ‘curricula will be developed for computational thinking (the thought process involved in formulating problems and solutions in ways that computers can effectively execute), a fundamental skill in digital age’. (P4.6.7.1.a)

It seems the committee is a bit confused with the term ‘computation’; has decided that ‘computing’ is something to do with computers and so it says that computational thinking is a fundamental skill of digital age.  No skill that has to do something with the mind can be ‘new’; and so, it is certainly not an offshoot of digital age. What is new is the technology, and of course its application. The learned members may shed more light on this observation.

The committee proposes to develop curricula for Programming and other computer-based activities as well. It says – ‘appropriate learning outcomes will be formulated as part of the National Curricular Framework in these subjects, and they will be extensively offered as courses in upper primary and secondary schools with adequate computing and teacher resources.’  

This proposal yet again places more financial burden on the schools necessitating recruitment of skilled teachers on computers apart from language teachers, artists / artisans and expert coaches / guides for sports activities – if the desired results are to be achieved. How can the schools spend more without being able to generate more income? So, in effect the plan is to ultimately cut into the budget of either the schools or the parents.

Is there a possibility that does not any way affect the existing fee structure and not pose financial difficulties to the schools? We are afraid there is none unless the Government comes forward to share the burden in the form of grants or subsidies. The draft does not say anything about it. Hence, ‘digital literacy’ is more a wish than a plan. The committee needs to elaborate on this aspect in its final report.

The all important portion comes now – ‘ethical, moral principles and values’. This is followed by ‘development of constitutional values’, ‘development of ideas of personal freedom and responsibility among students’, (please note – it is not – development of responsibility IN students; it is actually – responsibility ‘among’ students!) ‘basic health and safety training’, ‘ socio-emotional learning ‘etc.

‘Incorporation of ethical and moral awareness and reasoning in the curriculum will be promoted through direct and indirect methods. As consequences of basic ethical reasoning, traditional Indian values will be inculcated in students’. The report says these will be taught and inculcated in students throughout the school years.

It sounds very good and many educationists have expressed satisfaction too at the ‘mention’ of values and principles in the report. But the policy has, sorry to say, failed miserably in identifying the values as the core area, the essence of school education.

To say a few lines on it after the extra-curricular activities and digital literacy is only to escape the wrath of the real sociologists who are deeply concerned more about ethics than about economics. The emphasis given to ’skills’ too far outweighs the ‘space’ allotted to ethics.

There is still an argument that though the report does not emphasise so much on it, in practice, there would be so much of focus on ethics and moral principles in the syllabus, in the lessons, in the text books and in the class rooms.

If this were to be true, it must have been explicitly given in the report. Why should there be a ’touch and go’ attitude? What prevents anyone to declare that the basic education would be valued based? Why do not we say that pre-school education would be devoted fully- to inculcating principles and values- and everything else would be secondary?

The need of the hour is to take the people back into the days of respecting values and principles. It is NOT moving backwards. It is rather the most authoritative move forward – energising the society with children committed to all that is good for others; for the society; for the nation; for the Humanity.

As we have said already, ‘Value based education’ must have been the Policy and everything else should have been woven around this one principle.

Let us plead that the committee come out in the open and declare what is that one core, fundamental point, identifiable with the New Policy on which the whole system is proposed to be structured.

What is the ‘core, basic, focal’ point of the Policy – learned Gentlemen?

Why do not the committee present the ‘bullet points’ that would represent the whole lot?

What are the major objectives at various levels of education?

What are the ’sweeping’ changes that are recommended for immediate implementation?

What would be financial implications to the Government, to the schools, to the parents?

What positive developments are anticipated following the implementation of the new policy?

What actions / reactions are expected from the public at large to new ideas, if any?

When and how will the proposals be carried out? (the time frame and the modalities please)

What are the difficulties / challenges that may arise while implementing the suggested plans / schemes?

Is there any contingency plan to adequately modify the Policy if the situation so demands?

What are the details of the ‘finding’ that supports the changes to ensure a better future to the students?   

In what ways would the new policy be more effective and result-oriented domestically and globally?

What do the Government and other ’players’ need to do for the success of the Policy? (the roles of the schools, teachers, parents, students and general public need to be precisely defined)

These are the points that have to be explained by the committee in simple language and in the easiest format. There might be a full length, descriptive elaborate report too as Annexure to this primary part containing illustrations, examples, models, findings, arguments and counter-arguments.

Will the final report have it?

(to continue…

Baskaran Krishnamurthy.

Mail: [email protected]