'Scrapbook of my Thoughts' is a platform to share my views on things happening around me. I try to express my ideas, opinions, feelings and emotions candidly. All my creations are purely for my happiness and fulfilment. Read, enjoy and move on. Share if you like!

Saturday, December 23, 2017

Toothless Teachers - Tough Students


My Article Write - up in The Millennium Post Newspaper (Delhi Edition) - 23 December 2017, Page 9

Toothless Teachers - Tough Students

Parents and Teachers have remained the epitome of human respect and dignity since time immemorial. No matter whether a child is honourable or a rogue, he remains in his dignified best in front of them. Mother has always been the pivotal force and an emotional epicentre for any human being.  The Hindi oldies have depicted this serene emotion beautifully hundreds of times. The famous dialogue “Mere Paas Maa Hai” of the bollywood blockbuster Deewar became the symbol of India’s rich culture. Maestro A. R. Rahman in his Oscars’ speech quoted the same portraying India’s ethnic richness. The news-items surfacing of late is showing that the times have changed since then, recent news of a sixteen year old murdering his mother and sister with his cricket bat, pizza cutter and scissors came like a nightmare and the first thought to hit was, “Is it a part of some new bollywood flick?”. To everybody’s horror, it wasn’t a movie scene but a real life incident.

It’s not an isolated incident, last September two class twelfth students stabbed their teacher when he didn’t allow them to sit in the examination due to their less attendance. The teacher later succumbed to the wounds in the hospital. In November a news item shook the town of Bahadurgarh, Haryana when a student brutally beats the teacher in a school because he got less marks in Mathematics. The entire incident was caught in the CCTV cameras of the school. Most infamous of them all is the recent incident of a Gurugram school boy murdering a seven year old in the school premises. Similar incident happened in a government school of Faridabad a year earlier. Molestation of young girls in the school, toilets, playgrounds and school buses by senior boys has become a daily affair for the newspaper headlines. It is a matter of shame that our society has come to its extreme lowness. Today India is gradually replacing the west in terms of the degree of crime. That is why the Juvenile Justice Board has decided to consider the minor accused as an adult.

It is high time we should introspect and find the fault. Who is to blame for this sudden splurge in the heinous crime rate? Who is snatching away the childhood of our children? Is it the disintegration of joint family system, influence of television and internet, lack of time, availability of easy funds or uncontrolled freedom? It is not that such incidents take birth over night. They are the reflection of our changing society. According to psychologist Vikas Attry, “our society is undergoing a huge churning, the vibrations of which can be felt at school levels but we prefer not to move by it, like an ostrich prefers to bury his head under sand if it encounters an enemy pretending he has seen none, later to be killed by one”. He further adds, emotions are gradually becoming dead because we are feeding our young ones with too much attention and never saying no to them. The younger generation is not used to hear a ‘no’ for their demands, no matter how vague they may be.  

Most of the Government schools do not have adequate infrastructure and human resources. The hyper skewed pupil to teacher ratio often leads to neglect and students derail before time. The private schools have become sanctum sanctorum where each child is being worshipped. The teachers are equipped with no tools to counter them but to surrender to their temperament and mood swings. The greatest sage and teacher Chanakya proposed four cardinal methods namely Saam, Daan, Dand, Bhed in order to get the work done. The concept of Dand has totally been wiped out from the present education system. Dand is not corporal punishment but the sense of abiding by the responsibilities given, be it towards the parents, teachers or institutions. In today’s times a teacher is equipped with no tool to instigate this responsibility among the students. There is a huge void between what is said in the rule books and what practicality demands. It is said that every child is special, but the schools are actually becoming marks minting factories. Teachers are more into training rather than educating as this is what the unwritten rule of their service books demand.    

Counselling of the students has become synonymous to giving them extra attention which they want to grab if not through legitimate action then through mischief. The problem aggravates in the small towns where the parents are semi-literate or illiterates. The stubbornness of the child plays merry hell in front of the timid personality of the parents. Upbringing of a child leads to additional problems as it always keeps the parents in constant fear as the former might take a wrong step of harming himself resulting in the latter surrendering in front of their young ones. This universal mode of surrender from the parents and teachers gives them an edge and make them attention seeking individuals. They are unduly pampered and all their demands are met at any cost. ‘Break-up, move-on, one night stand, so-what, bottoms-up, smoke it out’ have become the part of school-goers lingo. Defiance of a child is not curtailed but celebrated in these institutions. ‘My way or highway’ has become the cult among students, because schools are nurturing and fostering this trend subconsciously.

Today education sector is flooded with advisories for educators, each one hosting a new diktat and hundreds of ‘don’ts’ rather than focusing on the ‘dos’. We are forgetting that these children are the future workforce and entrepreneurs. How will they cope up with the brutal realities of life and work?  After a decade or two, this generation will probably become emotion numb as acceptance for each and everything is gradually becoming a part of their lives. We as the society do not understand that we are applying a wrong solution to this problem. Instead of the Juvenile Justice Board considering the child as an ‘adult’, the school should consider them as one and take the necessary actions before it’s too late. Children are attaining maturity at an early age; this fact still remains indigestible to the society at large. Some intellectuals accept this but prefer to remain neutral in the open.

The need of the hour is to equip teachers with tools to curtail and counter the uncontrolled rage and demands of the students at the school level itself before it punches the society on its face. Eradicating an educator from his purgatory is a sin being committed by the stakeholders. It is like expecting the former to prepare a divine cuisine without using a knife. Small amercements at school are beneficial for the larger good of students. Sanctions at the school levels both by parents and teachers are necessary for exonerations later in life. This beautiful couplet from Ramdhari Singh ‘Dinkar’ the Rashtrakavi (National Poet) of India summarizes the current situation of teachers and beautifully narrates the expiate: ‘Kshama shobhati us bhujung ko jiske paas garal ho, usko kya jo dantheen vishrahit vineet saral ho’. 

Jagdeep S. More, Educationist 

Tuesday, November 28, 2017

Psychometric Test for School Teachers - A feature in The Progressive Teacher Magazine Nov\Dec 2017





Psychometric Test for School Teachers

Teaching has been considered as the most noble profession on the planet. Teaching school children is the noblest of them all. Aristotle once said, “Those who teach children are more to be honoured than those who produce them.” But of late, this profession is under immense scrutiny after the tragic incident of a murder of a seven year old in a reputed school of Gurugram. For weeks, one could find headlines derogating private schools as ‘Yumraj’ and ‘Hatyare’. Almost all the private schools are painted with the same brush and are being labelled as profit mongers with no quality checks for child security.

After this sad incident, it seems as if every authority has waken-up from hibernation and there has been a mad rush of issuing circulars, notifications, guidelines and checklists for the schools, teachers and support staff. To name a few there came ‘Guidelines for Safety of Children in Schools’ from Gurgaon Police, Notifications from Ministry of HRD, Checklists from Directorate of Education Haryana and many more. But CBSE tops the chart issuing a compendium of Circulars. CBSE ordered its affiliated schools to complete psychometric evaluation of all staff – teachers, non-teaching employees, sweepers, bus drivers and conductors in two months time via a circular dated 28 September 2017. The circular came more like a ‘Fatwa’ without even considering its intricacies for once. It is like the CBSE officials are trying to save their skin by putting in postulates which are a far cry for the executers.

Let us understand the nature of this test in detail. Psychometric tests are a standard and scientific method used to measure individuals' mental capabilities and behavioural style. These tests are designed to measure candidates' suitability for a role based on the required personality characteristics and aptitude (or cognitive abilities). These tests measure a standardised sample of behaviour and describe them on a numerical scale. The scale thus puts the qualifying parameters for the candidate. The definition sounds good and can give a feeling to implement it sine qua non. Now the question is - How to get it implemented in 19500 affiliated schools of CBSE? Schools affiliated to the CBSE have around ten lakh employees, spread over 26 countries, including around 1,100 Kendriya Vidyalayas, 600 Jawahar Navodaya Vidyalayas, 2,700 schools run or aided by state governments and 14,900 private schools.

It is a huge task and a time-taking process. Evaluation will ideally take a minimum of half an hour to one hour per person. The process may take months for a school to complete. Moreover, you cannot have a standard test for teachers, non-teaching employees, sweepers, bus drivers and conductors. Availability of trained psychiatrists is a big issue in cities left aside the small towns. Even the good hospitals of metropolitan cities in India face this crunch. The schools located in remote areas, such as the Navodaya Vidyalayas, and villages may find it virtually impossible to get trained psychologists.
One of the proposals is to have an online computer based test, which will give an instant result. This too is becoming a laughing stock as expecting the support staff to appear for an online test is still a distant dream for our country. In all likelihood an online examination will be in English. The language too will become hindrance for non-teaching staff and teachers of languages other than English. Having a pan- India level test will need immense amount of efforts for translation of the questions in vernacular languages. Achieving this in two months can be well thought of? Another challenge is that Psychometric evaluation also involves the use of cards and expressions followed by a few questions to understand a person's cognitive ability and personality trait. If the expert feels that the person is faking the answer, the person may be subjected to a detailed evaluation, which will further delay the process.
Renowned psychologist Mary Lawson of McGill University, who is also an expert of the field criticised the psychometric test by highlighting to major flaws - First, the validity and reliability of personality tests are not universally accepted – even among psychologists. From the tests' origins in the US military, then their widespread use in the corporate sector (loved by human resource departments), research has repeatedly indicated that they neither always test what they claim to test, nor consistently produce the same results even when a person is re-tested, perhaps just a month later. Second, using the tests is a vote of no confidence by the Board of Studies. This is particularly worrying given that one of the things these faculties teach is "educational assessment and evaluation". It would seem that the wrong solution is being applied to the wrong problem here.

Let’s have a look at the biggest drawback of the system. To become a teacher in our country is not an easy task. A candidate has to complete his\her education till Bachelors or Masters which involves appearing for entrance examinations at various University levels or qualifying the cut-offs. Thereafter possessing a Diploma or Degree in Education is a prerequisite. These courses have portions of psychology learning as the mandatory part of the curriculum. On completion of the same, a candidate has to qualify Teachers Eligibility Test (TET) conducted by CBSE or state governments. TET examination tests a candidate on psychological questions similar to the lines of a psychometric test. These tests have a reasonably high passing mark criterion. In order to seek a job in a government school or the likes of a Kendriya Vidyalaya, the same candidate has to take another entrance examination conducted by the government or the Institution. These exams also have a significant portion of psychometric analysis questions. Private schools have their own employment rules. After passing the above said test, he has to undergo a panel interview, a demo teaching session and a probation period ranging from six months to two years. After undergoing scrutiny at so many levels, the psychometric test is making a mockery of the education industry. Peter Russel of University of Cambridge said, “Personality tests are at best scientifically controversial and definitely fakeable.”

Chapter X of the CBSE Bye-laws in its article 55 states that, ‘in case there is a shortage of teachers in a particular subject or qualified teachers are not available in a remote area, the Board may consider requests for exemption from minimum qualifications under special circumstances for some years.’ This statement is in itself contradictory to give any test to a teacher. This clearly shows the haste in which CBSE issues such guidelines before studying its own constitution. Another challenge to the said exam is – Who will bear the examination cost? Is it the teachers, the School Management, the Board or the Government? The obvious answer is – the onus will lie on the teachers as they are the ones who are the most vulnerable of the lot. Initial reports suggest that the cost of the test will be around five thousand rupees. In areas where a teacher’s salary starts from the same number and a forth class employee earns a salary around thousand bucks and more, this cost will definitely burn a hole in their pockets.

Schools have teachers with experience of more than two decades who have put their entire life for the pious nation building exercise. Putting them to psychometric test is like asking a doctor with 20 years of practicing expertise, to undergo a test in order to qualify fit for the profession. And if by any chance he cannot get the ‘desirable’ score, label him unfit for the profession. What a mockery our policy makers have made of this noble profession. Believe it; no teacher wants even an iota of sadness for their students. After parents, it is only the teacher who becomes equally happy with a child’s success.

If there has to be a psychometric test for professions, it has to be for all. Let there be a fair play. Let’s have it across professions. Wouldn't it be wonderful if we could have similar tests for politicians?
Jagdeep S. More, Educationalist

Tuesday, November 14, 2017

बच्चे तो हैं पर बचपना नहीं - बाल दिवस विशेषांक


                  बच्चे तो हैं पर बचपना नहीं

हर भारतवासी मंगलवार को देशभर में बाल दिवस मनाएगा, तब यह विचार मन में ज़रूर उठेगा की आखिरकार ये बच्चे हैं किसके? सिर्फ माँ-बाप के, अध्यापकों के, समाज के या फिर पूरे भारतवर्ष के? भारत के प्रथम प्रधानमंत्री पंडित नेहरु का जन्मदिन देश भर में बाल-दिवस के रूप में मनाया जाता है | 1964 से इस दिन को बड़े पैमाने पर मानाने का चलन शुरू हुआ | यह नेहरु जी का बालप्रेम ही था जिसने उन्हें प्रधानमंत्री की बेड़ियों को तोड़ते हुए बच्चों का चाचा नेहरु बना दिया | नेहरु जी हमेशा कहते थे कि बच्चे भारत का स्वर्णिम भविष्य हैं | वे युवा वर्ग को हमेशा प्रगति के मार्ग पर अग्रसर होते हुए देखना चाहते थे, जिसके लिए उन्होंने एम्स, आई.आई.टी एवं आई.आई.ऍम जैसे उत्कृष्ट संस्थानों की आधारशिला रखी |

परन्तु हाल ही में हुई रयान इंटरनेशनल स्कूल गुरुग्राम की घटना ने पूरे हिन्दुस्तान को झंकझोर कर रख दिया है | यह सोच पाना भी मुश्किल है की एक ग्यारहवी का छात्र सिर्फ परीक्षा टालने के लिए सात साल के एक मासूम का क़त्ल कर देगा | यह कोई एकल घटना नहीं है, पिछले दो वर्षों में ऐसी अनेक घटनायें सामने आई हैं जो यह दर्शाती हैं कि समाज में एक बहुत ही खतरनाक परिवर्तन स्वरुप ले रहा है | रयान स्कूल जैसी ही घटना कुछ महीने पहले फरीदाबाद के सीकरी स्थित एक स्कूल में हुई थी | विगत सितम्बर महीने में ही यह खबर आई थी की दिल्ली के नांगलोई में बारहवीं के दो छात्रों ने कक्षा में ही शिक्षक पर चाकू से वार कर दिया, क्यूँ की उनकी कम उपस्थिति के कारण शिक्षक ने उन्हें परीक्षा में बैठने से मना कर दिया था | बाद में अस्पताल में शिक्षक की मृत्यु हो गई | पिछले महीने हरियाणा के बहादुरगढ़ में ऐसी ही एक घटना स्कूल के सी.सी.टी.वी. में कैद हुई, जिसमें कक्षा बारहवीं के छात्र ने शिक्षक पर धारदार हथियार से ताबड़तोड़ हमला कर दिया क्यूँ की उसके गणित में कम नंबर आये थे | पहले ऐसी खबरें अमरीका या पश्चिमी देशों के स्कूलों में सुनने को मिलती थी, तब हम बड़ी शान से दुनिया के सामने अपनी संस्कृति एवं विरासत की दुहाई देते थे |

आज ये खबरें भारत में आम हो रही हैं | ऐसी घटनाये सुन कर मन सिहर उठता है और यह सोचने पर मजबूर कर देता है की हम कहाँ आ गए हैं? कहीं हमारे बच्चों का पतन तो नहीं हो रहा है? आखिरकार बच्चों का बचपना कौन छीन रहा है ? इस पतन की जिम्मेवारी कौन लेगा ? क्या इसका कारण संयुक्त परिवारों का टूटना, इन्टरनेट व टेलीविज़न का जीवन में समावेश, बेलगाम छूट या फिर समय का आभाव है ? हादसा होने के बाद दोष किसके सिर पर मढ़ा जायेगा? दोष किसी का नहीं है, दोष है हमारी सोच का; हम अभी भी समाज के बदलाव को स्वीकार करने में झिझक रहे हैं| 

समय आ गया है की इस बात को हम सब स्वीकार लें की बच्चे उम्र से पहले ही परिपक्व हो रहे हैं | समय की इस मांग को देखते हुए, शिक्षापद्यति में भी बदलाव की आवश्यकता है | माता-पिता को भी ज्यादा सतर्क रहने की जरुरत है | हाल ही में यूनिस्को द्वारा प्रकाशित ग्लोबल एजुकेशन मॉनिटरिंग रिपोर्ट में इसी ज्वलन्त विषय को उठाया गया है | रिपोर्ट में लिखा है की शिक्षा-क्षेत्र की जिम्मेवारी से कोई अपने को अगल नहीं रख सकता | सरकार, स्कूल, शिक्षक, अभिभावक तथा बच्चे सभी को मिलकर इस जिम्मेवारी का निर्वाहन करना होगा, तभी सकारात्मक परिणाम दिखेंगे | गौरतलब है की यूनिस्को जैसी संस्था भी समय के बदलाव को पहचान रही है इसीलिए अब बच्चों को भी जिम्मेवारी के दायरे में रखा गया है |

किसी एक के करने से कुछ नहीं होगा | आओ इस बाल-दिवस हम सब मिलकर यह प्रण करें की हम सब अपने-अपने उतरदायित्व का मिलकर निर्वाह करेंगे तथा भारत को चाचा नेहरु के सपनों का भारत बनायेंगे, तब ही असल मायनों में हमारा बाल-दिवस मनाना सार्थक होगा |                          

-    जगदीप सिंह मोर, शिक्षाविद

Thursday, November 2, 2017

Share the Accountability in Education: UNESCO GEM Report - Article in Millennium Post Newspaper - 02-November-2017


Share the Accountability in Education: UNESCO GEM Report

UNESCO released its latest Global Education Monitoring (GEM) Report 2017 on Tuesday 24 October 2017. The thematic title of this year’s report is Accountability in Education: Meeting our commitments. The report is an eye-opener for every individual living on the planet. Its purview is much larger than mere statistics for the citizens of our country. The report highlights the major challenges India faces in achieving global education goals. Irina Bokova, Director General of UNESCO mentioned in the report that, there are 264 million children and youth not going to school – this is a failure that we must tackle together, because education is a shared responsibility and progress can only be sustainable through common efforts. This is essential to meet the ambitions of Sustainable Development Goals on Education (SDG 4), a part of the 2030 Agenda for Sustainable Development. The Sustainable Education Goals are spearheaded by The United Nations about a decade ago. UNSDG 4 mentions Quality Education. It advocates ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

GEM Report emphasises on two broad questions – Why accountability is needed in the education sector and who all are accountable for the proper dissemination of education? Accountability matters enormously for improving education systems but it should be a means to education ends, not an end in itself. Accountability needs to emphasize building more inclusive, equitable, good-quality education systems and practices instead of blaming individuals. Actors have an obligation, based on a legal, political, social or moral justification, to provide an account of how they met clearly defined responsibilities. Sydney Morning Herald puts this as ‘the sad truth about education: it’s easier to blame someone else than fix the problem’. The report advocates that Governments, Schools and teachers have a frontline role to play here, hand-in-hand with Students themselves and Parents. Accountability starts with governments, which are the primary duty bearers of the right to education. Schools are increasingly held to account not just by governments, but also by parents, community members and students. Teachers have primary responsibility for providing high-quality instruction, but they are expected to do far more than teach. Parents have the main responsibilities for their children’s attendance and behaviour in basic education. Students take on more of these responsibilities as they get older expedite the GEM report 2017. Accountability, therefore, does not easily rest with single actors. For instance, schools may be responsible for providing supportive learning environments, but to deliver on this, they rely on governments providing resources, teachers respecting professional norms and students behaving appropriately. Increasingly, however, voices call for holding people accountable for outcomes beyond their control. Individuals cannot be held accountable for an outcome that also depends on the actions of others.

Adequate resources, capacity and genuine commitment are essential. Governments should spend at least 4% of GDP on education, or allocate 15% of total government expenditure. But one in four countries does not reach these benchmarks. India failed on both these parameters. Govt. expenditure on education in the last financial year was mere 3.8% of GDP and expenditure on education was 14.1% which was less than the required levels.

Other statistics of our country (as given in the GEM report) are far more astonishing. Number of illiterate youth stands at 32 million out of which females account for 62%. Only 41 percent of schools in our country have separate toilets for boys and girls and basic hand washing facilities. India is also performing poor in the Gender Equality domain. Female presence in teaching staff is below 50% at all the levels of education i.e. primary, secondary and tertiary. A significant 21 percent of population aged 15 to 19 is married leading to early pregnancies. Gender disparity in school completion is less than one at all levels of education. Even after seven decades of independence, we are still struggling with child mortality and malnutrition issues. Under 5 mortality rate is 48 and under 5 stunting rate is alarming 38 percent which is a matter of grave shame for our country. 2.8 million out-of-school kids reveal India’s challenge in the Education sector.           

The report advocates private sector spending and investment in education. Spending on both private tutoring and education technology is expected to exceed US$200 billion in the next five years. Investment by the International Finance Corporation grew by over US$450 million between 2009 and 2014. It further stresses on capacity building of the teachers and lays emphasis on strong inspection systems. Teacher absenteeism is dealt strongly in the report. A representative panel of 1,297 villages in our country found almost 24% of rural teachers were absent during unannounced school visits in 2010. Another study of 619 schools in six states found 18.5% of teachers absent: 9% on leave, 7% on official duties and 2.5% on unauthorized absence. Effective policy responses are complicated by the many factors influencing teacher absenteeism, e.g. distance to school, pupil/teacher ratio and poor working conditions. To deal with this problem, Economic Survey 2016 recommended using biometrics to tackle teacher absenteeism in primary schools. However, the suggestion was met with protests from teachers, along with technical implementation challenges.

Next revolutionary step in education would be large scale assimilation of ICT.  Universalizing laptops and tablets in schools through private engagement requires strong government enforcement. India’s Aakash tablet project was a public-private partnership that, due to inadequate government enforcement, ended up primarily benefiting the vendor. The 2010 project aimed to provide cheap tablets to students at all levels. DataWind, the winner of the project bid, provided a fraction of the promised tablets and had multiple technical issues. An audit found failures in the initial procurement process, including delays and lack of transparency, and assigned primary responsibility to the public institution managing the project (Comptroller and Auditor General of India, 2013).

Learning outcomes have not improved in test-based accountability systems.  India has scored exceptionally poor in the PISA examination and thereafter opted out of it. Now, the government has no intentions to participate in it before 2021. This shows the pathetic state of education in the largest democracy of the world. The average difference between lower and upper secondary completion rates is 17 percentage points. But it exceeded 35 percentage points in eight countries, including El Salvador, India, and South Africa, where in 2013 the lower secondary completion rate was 83% compared to an upper secondary completion rate of just 45%. An analysis of several National Sample Surveys in India over 1983–2010 indicated that, despite progress, the education level of scheduled tribes and castes was far below average. The higher education attendance ratio among scheduled tribes increased from 2% to 12% and that of scheduled castes from 4% to 15%, compared to a national average of 23% in 2010.

India’s National Policy for Skill Development and Entrepreneurship aims to train 400 million people by 2022. To meet its ambitious target, which exceeds current capacity, the government has sought to involve private sector funding support and institutional Qualification frameworks can support accountability, especially if they are accompanied by skill or competence standards that are used as benchmarks for training and assessment mechanisms. These include the National Skill Development Corporation (NSDC), a public-private partnership established in 2009 to promote private sector participation. The NSDC has partnered with more than 200 training providers and helped set up 37 sector skills councils to engage industry in the development of training programmes.

On the demand side, the NSDC is the implementing agency of the National Skill Certification and Monetary Reward Scheme, better known as STAR (for Standard Training Assessment and Reward). Between its introduction in 2013 and mid-2017, it provided about US$90, on average, to 1.4 million beneficiaries who completed approved training programmes. Managing such a large programme poses numerous oversight challenges, including ensuring that candidate certification by assessors is transparent, beneficiaries receive the full reward, candidates register using a unique identification number or national population register card, and no illegal subcontracting to non-accredited providers occurs. The same concerns are applied to Pradhan Mantri Kaushal Vikas Yojana (Prime Minister’s Skill Development Scheme), launched in 2015 and also run by the NSDC. Saakshar Bharat Mission (India Literacy Mission) was launched in 2009 with a budget of US$1.2 billion for the first four years. The national government provides 75% and district governments 25%. The programme covers districts with an adult literacy rate below 50% in the 2001 census; the allocation formula is based on numbers of non-literate adults by district. Scholarship spending is underestimated, as many countries, including Brazil, China and India, do not include it in their aid programmes.

The report also touches upon topics like Bullying and violence in the schools. The same has been found increasing in certain pockets of the country. Further, emphasis on issues like Sports and STEM learning are also looked upon. Sports can be an equally constructive setting for learning about gender roles and relationships. In Mumbai, the Parivartan programme trained cricket coaches to model gender-equitable attitudes and behaviours and communicate positive messages to young male athletes about gender, norms, power, masculinity and violence. The programme improved bystander attitudes, with participants more likely to say they would intervene in response to sexual jokes or sexual assault against women.

GEM report highlights that in India, 71% of the 287 medical schools established between 1980 and 2015 were private and concentrated in large cities and wealthier states. China has about 1 million village doctors and India has about 1 million rural medical practitioners who are not graduates of accredited schools. Corruption in higher education takes a variety of forms; India has issues of fraud and unprofessional practice in medical training. Government and court records showed that, between 2010 and 2015, at least 69 of the 398 medical colleges and teaching hospitals had been accused of rigging entrance examinations or accepting bribes to admit students. The regulator recommended closing 24 of the colleges. In 1980, India had 100 public and 11 private medical schools; by 2015, the respective figures were 183 and 215. Accreditation of private institutions was suspect; many were set up by businessmen and politicians with no experience operating medical or educational institutions. The Medical Council of India found private colleges hiring people to pose as full-time faculty members and healthy people to pose as patients in order to pass inspections.

The report came out at exactly the time when our country needs it the most. These days the debate is warm after the untoward incident of a killing of a seven year old schoolboy in a reputed school of Gurugram. Even the authorities are struggling hard to figure out the accountability. With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalized currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list. The report emphasizes that education is a shared responsibility. While governments have primary responsibility, all actors – schools, teachers, parents, students, international organizations, private sector providers, civil society and the media – have a role in improving education systems.  

-          Jagdeep S. More, Educationalist


Wednesday, October 4, 2017

Psychometric Test for School Teachers


Psychometric Test for School Teachers

Teaching has been considered as the most noble profession on the planet. Teaching school children is the noblest of them all. Aristotle once said, “Those who teach children are more to be honoured than those who produce them.” But of late, this profession is under immense scrutiny after the tragic incident of a murder of a seven year old in a reputed school of Gurugram. For weeks, one could find headlines derogating private schools as ‘Yumraj’ and ‘Hatyare’. Almost all the private schools are painted with the same brush and are being labelled as profit mongers with no quality checks for child security.

After this sad incident, it seems as if every authority has waken-up from hibernation and there has been a mad rush of issuing circulars, notifications, guidelines and checklists for the schools, teachers and support staff. To name a few there came ‘Guidelines for Safety of Children in Schools’ from Gurgaon Police, Notifications from Ministry of HRD, Checklists from Directorate of Education Haryana and many more. But CBSE tops the chart issuing a compendium of Circulars. CBSE ordered its affiliated schools to complete psychometric evaluation of all staff – teachers, non-teaching employees, sweepers, bus drivers and conductors in two months time via a circular dated 28 September 2017. The circular came more like a ‘Fatwa’ without even considering its intricacies for once. It is like the CBSE officials are trying to save their skin by putting in postulates which are a far cry for the executors.

Let us understand the nature of this test in detail. Psychometric tests are a standard and scientific method used to measure individuals' mental capabilities and behavioural style. These tests are designed to measure candidates' suitability for a role based on the required personality characteristics and aptitude (or cognitive abilities). These tests measure a standardised sample of behaviour and describe them on a numerical scale. The scale thus puts the qualifying parameters for the candidate. The definition sounds good and can give a feeling to implement it sine qua non. Now the question is - How to get it implemented in 19500 affiliated schools of CBSE? Schools affiliated to the CBSE have around ten lakh employees, spread over 26 countries, including around 1,100 Kendriya Vidyalayas, 600 Jawahar Navodaya Vidyalayas, 2,700 schools run or aided by state governments and 14,900 private schools.

It is a huge task and a time-taking process. Evaluation will ideally take a minimum of half an hour to one hour per person. The process may take months for a school to complete. Moreover, you cannot have a standard test for teachers, non-teaching employees, sweepers, bus drivers and conductors. Availability of trained psychiatrists is a big issue in cities left aside the small towns. Even the good hospitals of metropolitan cities in India face this crunch. The schools located in remote areas, such as the Navodaya Vidyalayas, and villages may find it virtually impossible to get trained psychologists.
One of the proposals is to have an online computer based test, which will give an instant result. This too is becoming a laughing stock as expecting the support staff to appear for an online test is still a distant dream for our country. In all likelihood an online examination will be in English. The language too will become hindrance for non-teaching staff and teachers of languages other than English. Having a pan- India level test will need immense amount of efforts for translation of the questions in vernacular languages. Achieving this in two months can be well thought of? Another challenge is that Psychometric evaluation also involves the use of cards and expressions followed by a few questions to understand a person's cognitive ability and personality trait. If the expert feels that the person is faking the answer, the person may be subjected to a detailed evaluation, which will further delay the process.
Renowned psychologist Mary Lawson of McGill University, who is also an expert of the field criticized the psychometric test by highlighting two major flaws - First, the validity and reliability of personality tests are not universally accepted – even among psychologists. From the tests' origins in the US military, then their widespread use in the corporate sector (loved by human resource departments), research has repeatedly indicated that they neither always test what they claim to test, nor consistently produce the same results even when a person is re-tested, perhaps just a month later. Second, using the tests is a vote of no confidence by the Board of Studies. This is particularly worrying given that one of the things these faculties teach is "educational assessment and evaluation". It would seem that the wrong solution is being applied to the wrong problem here.

Let’s have a look at the biggest drawback of the system. To become a teacher in our country is not an easy task. A candidate has to complete his\her education till Bachelors or Masters which involves appearing for entrance examinations at various University levels or qualifying the cut-offs. Thereafter possessing a Diploma or Degree in Education is a prerequisite. These courses have portions of psychology learning as the mandatory part of the curriculum. On completion of the same, a candidate has to qualify Teachers Eligibility Test (TET) conducted by CBSE or state governments. TET examination tests a candidate on psychological questions similar to the lines of a psychometric test. These tests have a reasonably high passing mark criterion. In order to seek a job in a government school or the likes of a Kendriya Vidyalaya, the same candidate has to take another entrance examination conducted by the government or the Institution. These exams also have a significant portion of psychometric analysis questions. Private schools have their own employment rules. After passing the above said test, he has to undergo a panel interview, a demo teaching session and a probation period ranging from six months to two years. After undergoing scrutiny at so many levels, the psychometric test is making a mockery of the education industry. Peter Russel of University of Cambridge said, “Personality tests are at best scientifically controversial and definitely fakeable.”

Chapter X of the CBSE Bye-laws in its article 55 states that, ‘in case there is a shortage of teachers in a particular subject or qualified teachers are not available in a remote area, the Board may consider requests for exemption from minimum qualifications under special circumstances for some years.’ This statement is in itself contradictory to give any test to a teacher. This clearly shows the haste in which CBSE issues such guidelines before studying its own constitution. Another challenge to the said exam is – Who will bear the examination cost? Is it the teachers, the School Management, the Board or the Government? The obvious answer is – the onus will lie on the teachers as they are the ones who are the most vulnerable of the lot. Initial reports suggest that the cost of the test will be around five thousand rupees. In areas where a teacher’s salary starts from the same number and a forth class employee earns a salary around thousand bucks and more, this cost will definitely burn a hole in their pockets.

Schools have teachers with experience of more than two decades who have put their entire life for the pious nation building exercise. Putting them to psychometric test is like asking a doctor with 20 years of practicing expertise, to undergo a test in order to qualify fit for the profession. And if by any chance he cannot get the ‘desirable’ score, label him unfit for the profession. What a mockery our policy makers have made of this noble profession. Believe it; no teacher wants even an iota of sadness for their students. After parents, it is only the teacher who becomes equally happy with a child’s success.

If there has to be a psychometric test for professions, it has to be for all. Let there be a fair play. Let’s have it across professions. Wouldn't it be wonderful if we could have similar tests for politicians?
Jagdeep S. More, Educationalist

Friday, September 29, 2017

My Article In The Millennium Post Newspaper on the Pathos of the Education System of India


CBSE Examination Reforms: Returning to the Stone Age

The history of modern education of India dated back to 1835, with Lord Macaulay being the golden calf.  His idea was to form a class of Indians who may be interpreters between British and the millions whom they ruled. He wanted a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect. In reality, he wanted to create an array of Indians who could be perpetual servants to them or clerks at the best. The examination reforms in India dated back to 1882 with Hunter Commission reporting on problems of secondary education and Sadler Commission reviewed the entire field from school education to university education.

Further, Hartog Commission of 1929 “devoted far more attention to mass education than Secondary and University Education. This commission in its report said that “out of every 100 pupils (boys and girls) who were in Class I in 1922-23, only 18 were reading in class IV in 1925-26. This resulted in a relapse into illiteracy. In 1937, Gandhi ji came up with the famous Wardha Scheme of Education, which tragically never fully came into existence. This scheme calls for free and compulsory education for age 6 to 14. The biggest irony of Indian Education lies in the fact that it took us 71 years to implement Right to Education Act in 2009 which made the elementary education compulsory for children of 6 to 14 years of age. The National Policy on Education of 1968 called for education spending to increase to six percentage of the national income which never saw the light of the day. The highest expenditure on Education in India remained at 4.57% till date. For the year 2016-17 it was just 3.65% of the GDP. In the last two decades NCERT came up with National Curriculum Framework (NCF). The NCF 2005 documents draw its policy basis from earlier government reports on education as Learning without burden.  

Adhering by the spirit of NCF and Position Papers of providing burden free education, Central Board of Secondary Education introduced Continuous and Comprehensive Evaluation (CCE) in 2009. CCE gave equal importance to Formative and Summative Assessment of a child. It gave value to holistic growth of a child. In 2011, CBSE made the Class tenth exams optional. CBSE is one of the premier education boards of India. More than 16 lakh students appeared in Class tenth examination and close to 11 lakh students appeared in Class twelfth examinations in the last session. CBSE is considered liberal and modern in its approach towards imparting education as compared to the other state boards of the country. Of late, CBSE became the buzz of news items when it announced the change in its class tenth examination pattern. Earlier, the question papers were sent to schools which remained responsible for conduct and checking of the examination papers. Due benefit was given to the child for his or her co-scholastic performance. New methods of teaching-learning were incorporated and stress was given on learning by doing. ICT became the integral part of teaching. Students prepared projects using ICT and it opened an immense platform for them to learn. CBSE invested huge amount of money in training of the teachers and opened new Centre of Excellences across India.

A teacher teaching in a CBSE school has to mandatorily undergo four capacity building training programmes in a year.  They are beneficial in order to learn the new tools of assessment and various new pedagogical techniques. Rajasthan Model Schools which were a part of Rajasthan Board earlier decided to switch to CBSE board in 2015-16 citing the advantages of CCE. Delhi government has also introduced the CCE guidelines in its school incurring a lot of cost. Massive training programmes were conducted across the states by CBSE in order to train the teachers and make them compatible with the CCE guidelines. The introduction of CCE was full of hiccups; its implementation at pan India level took a couple of years and as things were about to get settled CBSE came up with a notification early this year restoring Class tenth Board examination w. e. f. the Academic Year 2017-18. The notification came more like a ‘fatwa’ issued by CBSE nullifying the efforts made during the last ten years. The entire energy and money invested since 2009 came to a standstill with a stroke of a pen.

The roots of this problem lie in the year 2000. The Birla-Ambani committee to study the reforms in Education came with the policy framework laying stress on making the students a skilled workforce, rather than thinking-questioning rational. This committee further undermines the importance of subjects like philosophy, history, culture and literature. For them language needs to be taught merely as a skill and just enable the learners to write business letters. Secondly the framework document laid stress on the technology rather than Science per say. The Research and Development will be based on the expectations of the industry rather than the requirements of the subject or the needs of the knowledge hungry students.  It is more like returning to the 1835 principle of Macaulay where we are producing more of glorified clerks today rather than research oriented pupils.

According to the 2016 report by the Montreal-based UNESCO Institute for Statistics and Global Education Monitoring - India has 47 million youth of secondary and higher secondary school-going age dropping out of school. The enrolment in class 10 is 77 percent, but enrolment in class 11 is only 52 per cent, according to a report from the New Delhi-based Institute for Policy Research Studies (PRS). Six million children aged 6-13 are estimated to be still out of the school system, according to a 2014 survey by the Ministry of HRD. This shows that we have moved very little since Hartog Commission’s report of 1929.

The abolition of Class tenth School based examination on the pretext of improving quality of education is just a mirage to cover the shortcomings of our education system. With an increase in number of students failing in class tenth, what kind of progress our education system will be making is beyond thought. Suicide rate in school children is alarmingly high. In the year 2014 alone, more than two thousand students committed suicide because of failure in examination. Failing a 15 year old will neither serve any purpose nor improve the quality of education. Abolition of CCE and school based exam system will de-motivate the students as well as teachers. Students will resort to the age old practice of cramming and teachers will now focus more on syllabus completion rather than learning. This wrong step will flourish the markets with guides, examination keys and kunjis.

It’s been more than 180 years since Macaulay came to India and wrote the destiny of millions of young Indians then. We are still struggling to find the right education policy for our children. This sudden change in exam policy by CBSE is under criticism as a class tenth mark-sheet is more of an age proof rather than the success card of a child’s future. Every child is special and no one under 15 years of age deserves to be failed just on the parameters of some bogus examination system. It is like evaluating a fish, a monkey, a lion and a cat on the ability to climb a tree where a fish is destined to fail. We should strive to take our education system forward rather than going back to the Stone Age. 

-         Jagdeep Singh More

Educationalist