Let us not avoid discussion any more. We have suffered
enough for keeping this approach. Sheer criticism devoid of any vision to carry
out the much needed reforms, gives a false impression that we are not serious
about the very idea of reforms.
But are they serious? I have a serious doubt in this regard as a preliminary analysis would suggest that at least two years of preparation must precede a change in the structure, content and intent of a magnitude such as those proposed in the CBCS. This period must be utilized for improving the infrastructure required for such an implementation along with holding a continuous series of refresher courses throughout the period to make any shift of this scale of its intended worth.
But do we need such reforms in the name of allowing the
students to have a cafeteria approach in studies?
I would rather advocate for a
kitchenette approach instead of the much talked about cafeteria approach. A
cafeteria requires the user to pay for each optional toppings and this
restricts the choice whereas the kitchenette approach allows you to choose from
whatever is made available to the user.
Why do we need a change?
In this new era only those would
be able to survive as 'learned' who would learn how to unlearn and relearn with
ease. A new educational policy must focus on encouraging self-study instead of
the present forced-study approach in our country. With this in mind, stress on online studies
must be given its due importance within the courses. The colonial era concept of having
a "fixed span period" must be done away with to give everyone a chance to
acquire a degree in a discipline of one's own choice. The age bar for admission
and a span period to accumulate the required credits will have no meaning if one
is to be given a choice to keep on accumulating credits "at one's own pace"
to finally become eligible for a degree. We have enough of this forced concept
of studies. Forced by parents, forced by peers, forced by teachers and forced by examinations! It is now
known that those students who take admissions under 'working professionals' category
wherein the admission itself is earned by them out of their choices are seen to be far more motivated than the others. And a motivated students can learn at a much
faster speed and in a more meaningful manner. And for them who want to learn a subject - our
examinations work as a spirit dampener. Understanding becomes a casualty in our
examinations - thanks to the undue importance to the marks that we have become
so used to now. Knowing well that we can only group students under a handful of
categories (such as - extraordinary, good, above-average, average, below average,
poor and worthless) our system makes them waste their useful energy and time to get
exhausted in a process of rote-learning to acquire a rank within a category.
