Comprehensive and Continuous Evaluation Pattern Essay

It is ironic that Kapil Sibal declared at 125th Birth Anniversary celebrations of great Mathematician Srinivasa Ramanujan that exam-centric education constitution would provoke to go. One wonders what Ramanujan himself would say Mr. Minister, even I am a growth of exam centric education system? Kapil Sibal says he would like to regenerate the current system with a child-centric one and only(a). Now that is a precise arouse term. So how does the minister define the term?Expressing his determination to do off with rote learning and the archaic examination-oriented system, he said We are endeavouring to domesticize this with emphasis on skill tuition and unlocking the creative talent inwardly the child. The Ministrys decision to do away with examinations at the end of the year, surrogate them with a Comprehensive and Continuous military rank (CCE) system in a bid to de-stress children, was a step in that direction. Link Comprehensive and Continuous Evaluation has its bene fits.It has to be, however, said that CCE will not de-stress the children all by itself. Students are below stress due to the range of competition. theorize a substructuredidate look for IIT JEE during +2. He faces at least 7 lakh others across the country. Imagine what goes on in the family, forget the candidate Every IIT calibrate has a story to tell as to how m any(prenominal) sacrifices the complete family conveys for success at the exam CCE has its benefits and can de-stress the students but in an autonomous organization with nasty controls within the organization.For example, some engine room colleges at graduate take and almost all of them at post-graudate level use it to the maximum benefit of two students and professors. The system is a success at these places because of the autonomy. JNTU implemented CCE in engineering colleges affiliated to it. It had limited impact and yet, it couldnt do away with the net exam. The concluding exam had to cover 80% of the to tal score. CCE makes sense when the come up of institutions involved is less. Another important itemor that influences the impact of CCE is the physical law of proximity of affiliated institutions.Otherwise fraud and cheating would happen as the reference is with JNTUs example. Understanding the issue JNTU faced some(prenominal) issues with implementing CCE is more than atomic number 6 colleges in AP affiliated to it at the time of introduction of the system. They started with 80% external evaluation in the form of final comprehensive exam and 20% internal evaluation across the semester via 5 exams conducted by the instructor. Due to need of feedback weapon between students and the governing body JNTU, the system led to several fusss. There were cases of cheating and fraud.JNTU wanted to solve this problem by devising internal evaluation not so internal through online verifiable evaluation. For this, an internal evaluation question bank was created through suggestions f rom all its professors, auxiliary professors, associate professors across the affiliated institutes. The online evaluation software would throw haphazard questions on the screen to be answered in stipulated amount of time. This system once again failed at several institutions due to infrastructure issues but the major problem was again cheating and fraud.The issue is quite clear large educational bodies with centralized governing body cannot use CCE effectively. Effective use of CCE can happen with decentralized model. JNTU understood this and divided colleges between JNTU Hyderabad, JNTU Kakinada and JNTU Ananthapur. The division was rigorously based on physical proximity of the institute to the governing body. This system still faces the issues that it had initially. It will continue to face them. Take another example. IITs. For evaluating graduate students, IITs dont have a communal examination across all the IITs even up BITS Pilani which has its campuses in Pilani, Dubai, Goa and Hyderabad doesnt use CCE across all four via a common evaluation body. Closed loop within each campus is used. In fact in all these institutes, swift justice in case of any fraud/cheating via committees within the institutes ensures better evaluation, without hindering the process of education. The happen upon phrase checks and balances. One then wonders why such a mischievous loop cannot be framed within the inculcates or a establish of schools within close physical proximity What is happening now?In our current system of school education, we have CBSE at national level and as competing bodies we have State Education Boards. Schools are surrendered to choose one of the bodies. The chosen body not just dictates syllabi but also evaluates students in a final examination with a common exam held on a common date at all affiliated schools. So by design CCE is missing. Private schools, so far bridged this gap by having internal evaluation which does not affect scoring at fi nal exam but will only help students to be score for the final evaluation.Government schools on the other hand, have been busy dower meals at noon to children rather than conducting classes regularly. All organization education bodies across India have a common goal syllabus. Core of the problem lies in this skill growth has never been the area of interest of these bodies. Skill development was and still is the schools responsibility to compete with other schools. Students who make it top notch institutes across India via JEE, AIEEE, BITSAT etc. , generally have a set of skills in some area or the other. unless it has to be understood that they do not make it there due to those skills. They pay off those skills at school, due to their own enthusiasm and sometimes due to the schools stress on extra-curricular and co-curricular activities. Fortunately or unfortunately, skill development is not due to the governing body. Some exceptions do exist in places like Kerala though In t erms of the system of education, both geographics and demography have a huge role to play. Before CCE carrying out. Sibals megalomania and grandiose plans lack substance just because of one of his very fundamental assertion centralization.For a country of the size of India, with such a large population, centralization of education is a disaster to start with. decentralize and allowing that little freedom to schools would be a very important step. such a decentralization process must be addressed originally CCE can be implemented. If we are supposed to get anything useful from instruction execution of CCE, what Governments at class X, +1, +2 level in Government Schools ineluctably to Allow more freedom to schools to collaborate and spool resources they are already in severe resource crunch. Leaving out examinations completely would be a recipe for disaster.As it is, drop out rates in Class X, +1, +2 across states like AP is too high. Any headfirst introduction of CCE without first correcting some fundamental flaws in organizing schools would only put up about faster drop out rates at these levels. CCE is already available in an abstract way in private schools. some(prenominal) aided and government schools tried to emulate it to see marginal success. But the issue remains. CCE it self will not reduce stress on students. In conclusion, CCE would make sense only with a proper mechanism to address drop-out rates at class X, +1, +2 levels across government schools in India.Acts proposed by Sibal like RTE only make it worse as they attack Private schools which have a decent CCE model already in place. Bottom line leave private institutions alone. If possible allow them a % share of total evaluation points/score. Dont wish-wash examinations, even if you introduce grading. Meanwhile, ensure Government and Aided school reform standards w. r. t infrastructure and faculty. Form conglomerates of schools within a certain spoke and allow them to frame, organize and evaluate their students through proper resource spooling.