Wednesday, June 03, 2009

What ails Higher Education in India. - A Wholly Inadequate Answer!

My previous post suggesting that the govt of India invest heavily in education in order to provide internationally competitive higher education in India set me thinking about the issue.

Brace yourself. This is a long post, but straight from the heart.

The issue is not a simple one. At the micro level too there are serious problems to be surmounted. I guess this can be best explained by relating a couple of experiences as a teacher in the existing system.

After completing my research, I rejoined my college. I had to teach Wordsworth’s Tintern Abbey Lines to the Final year BA English major students. With the recently acquired knowledge of the research methodology and tools that enabled one to break free of structured thinking, I tried to introduce a novel approach to the poem which for decades had been doled out to students in the same stereotyped and over simplified manner through the end number of cheap (in terms of price and quality) guides that were available a dime a dozen in the market. I gave a couple of titles which provided a different reading of Wordsworth and the Romantic poets. I was a fool not to have noticed the skepticism in the eyes of the students, even in the brilliant ones’. In a week’s time, a colleague told me confidentially that the students were complaining to the Head about my unconventional approach. Before the HOD pulled me up, I went back to age old interpretation of Tintern Abbey Lines, gave the probable essay questions and brief notes and gave the answers based on the most popular guide available in the market.

What my colleague told me quite unsettled me. I understand they complained to the HOD that if Miss Molly teaches the way she is doing, they’d all fail in the exams.

I’ll be eternally grateful to that lone student who came to me after I reverted to the accepted stereotyped style of teaching. She wanted me to go ahead with the way I’d started. She was amazed that there were other ways of looking at so canonical a poem as Tintern Abbey lines.

“The standard interpretation, we can get from any guide”, she had told me.

It was truly a vindication of what I believed but could not translate into practice on account of a systemic flaw in imparting education in our state.

These happened18 years back.

Just five years back, I ran into trouble again with my effort to update students’ learning process. I asked for an assignment to be done by the students themselves (and not by some typist) in the Microsoft Word. I insisted on bibliography and footnotes. I told them it did not matter how much cut & paste they did so long as they acknowledged it. I assured them if the entire work is cut and paste, I’d still give them marks for their skill in selecting and organizing facts in a coherent, logical manner. But I also told them(that was my undoing), that I’d give them only the marks they deserve, and that I’d fail them if they deserved to, and they would have to redo the assignment to my satisfaction if I were to give them pass mark. In other words, they had to EARN their marks.

I wasn’t aware of the seismic under currents triggered off by the project I gave them, till, the head of the institution who was a well wisher of mine called me quietly into the office and told me that there were complaints that I was harassing the students! I told her all I wanted was to give them a taste of doing an assignment using internet information in a sensible manner.

“You mean well. Our students are not ready for it (!!!!!!!!??????), she told me. ‘They feel this might affect their internal marks and put them at a disadvantage WITH the students of other colleges. Besides, they find it involved too much expense”!!!?

Once again I backtracked. Once again, I failed.

I can give you any number of such failures. Sometimes I wonder if I lacked conviction myself. That could be why I didn’t have the guts to pursue a task well begun.

But I console myself with the thought that I was fighting something much bigger than myself and did not possess the muscles for a one man army.

I was fighting to improve an educational system evolved to deal with astronomical numbers of students (unlike in the US or Britain or Australia). I was trying to beat a system which had to resort to and continue to follow the colonial legacy of the affiliatory system, in order to keep track of and control the management of the Himalayan task of subsidizing and educating the huge number of students who flooded into colleges after Independence. The ideal thing at that point of time was to dismantle the exiting system which was meant to produce good and obedient servants of the empire, and evolve a new system more suited to the post colonial India. But we chose to continue the existing one which by the time independent India took over had become fossilized into a partially effective system. Renovation of a structure is more difficult than building a new one. The ad hoc improvements and improvisation did not really make much of a difference for the better.

To make matters worse, in the post colonial era, in Kerala state, people became so intensely conscious of their rights that the universities and colleges became the hotbed of union activities - a fact which tied the hands of successive governments in bringing about changes, particularly in the examination /evaluation system, which I honestly believe is to be blamed in a major way for the failure of our education.

My shameful failures in the episodes I mentioned earlier too were on account of the examination system we have in place in the colleges today.

The examination system in most universities and their affiliated colleges is flawed. It doesn’t really test the quality and learning of the students. The absolute predictability of the question papers is the villain of the piece. The students seem to think that it is their right to be tested by a given pattern year after year. This is how it works:

The university designs syllabus for a course. Within a month’s time, the market becomes flooded with guides which identify all probable questions and gives answers – for essays \ brief notes.

Then at the end of the year, the appointed paper setters for university exams make questions as per the universities prescribed question paper pattern. These paper setters, I am sad to say, have in their possession all the popular guides from which they, more often than not, choose questions. Any question that requires intelligent use of knowledge acquired during the course of study would instantly raise a hue and cry from the students, teachers, parents and unions. The university then gives instruction to examiners to go lenient on that particular question. The leniency is usually in the form of minimum pass mark for that particular question.

Predictable question, predictable answers. These are the rights of the students respected by all universities. The system is such that the intelligent student can pass with flying colours with minimum learning. Originality in answers is dangerous. So teachers – both in science and humanities – teach from “the examination point of view”. Everybody is happy with this teaching. Students, because there is no demand on their intellects or skills and the effort they need to put in is minimum; teachers ‘cos readymade material is available and the examination results enhance their egos; colleges because their students produce good results and the credibility and rating of the college go up.

The spoon feeding method suits all.

The casualty, of course, is education, one purpose of which is to inculcate that grand passion for research and knowledge.

A decade back, the universities introduced the internal assessment practice by which 20-25 % marks was given by continuous assessment through the year. The intentions were good. It was an effort to give room and importance to original work, performance of student in the course of the year and to make up for the flaw in the existing examination system. But now this has become the biggest hoax. In addition to adding to the teachers ‘workload for no good purpose, it contributes to lowering standards in a big way. Every college issues a fatwa to its teachers to give minimum pass mark to all students and not to fail them at any cost. If one college decides to follow the spirit of Internal Assessment system, it will reflect on the overall examination results of the college. Students from that college who deserve “UNIVERSITY RANKS’ (indicators of the quality of the college) will have to make way to less deserving ones from other colleges on account of the conscientious policy of the college.

So the entire process of internal assessment is a huge farce, whereby substandard submissions and test papers ultimately earn the student a minimum of 12/20. Another 20 marks in the university exams and the student passes! Border line cases enjoy moderation as a matter of policy. It brings credit to the state government that so many pass percentages are registered every year during its term.

I have heard stories of student union leaders threatening teachers who wish to mark fairly for internal assessments!

This is only one millionth of the tip of the iceberg of flaws that beleaguers the Indian Universities. As I mentioned earlier, the difficulty of dealing with huge numbers and the burden of subsidizing education in the country has watered down the system of education.

Despite this, our graduates fare exceedingly well in non Indian universities.

Perhaps, the system has inculcated a never say die attitude and a capacity to learn in our youngsters that make them fare well outside.

We need to investigate and find out what it is that makes our students tick outside India, and build on our strengths.

The infrastructure, though flawed, is there. We need to fine tune it, up grade it so that our graduates will not have to leave the country to seek higher education in countries where they become victims of racial discrimination.

Only a commitment, political will and depoliticisation of educational field can enable the government of India to address this issue effectively.

14 comments:

  1. You deserve kudos for your earnest efforts. Trying to infuse a dash of newness into an education system, that otherwise reeks of Dinosaur dung, requires rare passion and determination. Don't give up on your efforts in encouraging unconventional learning. Don't let the discouraging factors bog you down.


    Wow, I'm impressed madamji!!! Keep it up! And a good post, by the way!

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  2. Everything that you said is correct :)

    "Only a commitment, political will and depoliticisation of educational field can enable the government of India to address this issue effectively."

    The easiest ask seems to be political will.. as the people involved (students, teachers, parents, student unions) would have zero motivation to show any commitment towards the higher purposes of education.

    Too much to ask? I don't know.
    Will it ever happen? Let's hope so.

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  3. The students from India who go abroad are often taken aback at the degree of 'think and answer on your own' that is required at the foreign (mostly US) universities.
    I see this same problem in fresh graduates from India, even after a couple of years of higher studies in the US: they are almost afraid to take a stance and voice their professional opinions when in a work environment.

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  4. The issue a simple one. No one is doing what they really want to do. And in turn no one is allowed to figure out what he/she wants to do. This is leading to a half baked examination system that tests nothing. Consequently, the country is becoming a hot bed for jobs which require no expertise (Software coding, BPO's etc). The simple task for the government is this. They have to ensure that all graduates are doing jobs which require a high degree of expertise. Currently, India is a champion at exporting C-grade software modules and we are mighty proud about it. If India wants to become a super power it would have to move away from the mclauign era of education. I suggest standardization tests, following which every student who wants to pursue his/her field of study should have displayed sufficient research aptitiude in that field. In the end, students wants the marks because they understand it is a means to the end. Let's take marks out of the equation. If a kid wants to become a cardiologist, I am convinced that unless the heart and its workings became his/her fascination at a very young age, he/she wouldn't become a great cardiologist. Our governments,schools and colleges are championing the cause of mediocrity in education. And this is creating a mediocre nation. Finally, a thought. It is almost ten years since our so called "intellectuals" said that biotechnology would become India's software. Has it happened? No. The reason? Simple. It is a field of employment which requires a high degree of specialized skill. I am a biotechnology graduate. And I can safely tell you that with my knowledge in this field if I had make the next generation medicines, we would have been witnessing a genuine holocaust. And for those of you who might talk about the biocon's of the world, let me tell you this, the biotechnology industry in India is like bollywood. No orginalty.Copy everything from abroad put insignificant things into the formulation and you have the next drug. Joke!!

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  5. The issue a simple one. No one is doing what they really want to do. And in turn no one is allowed to figure out what he/she wants to do. This is leading to a half baked examination system that tests nothing. Consequently, the country is becoming a hot bed for jobs which require no expertise (Software coding, BPO's etc). The simple task for the government is this. They have to ensure that all graduates are doing jobs which require a high degree of expertise. Currently, India is a champion at exporting C-grade software modules and we are mighty proud about it. If India wants to become a super power it would have to move away from the mclauign era of education. I suggest standardization tests, following which every student who wants to pursue his/her field of study should have displayed sufficient research aptitiude in that field. In the end, students wants the marks because they understand it is a means to the end. Let's take marks out of the equation. If a kid wants to become a cardiologist, I am convinced that unless the heart and its workings became his/her fascination at a very young age, he/she wouldn't become a great cardiologist. Our governments,schools and colleges are championing the cause of mediocrity in education. And this is creating a mediocre nation. Finally, a thought. It is almost ten years since our so called "intellectuals" said that biotechnology would become India's software. Has it happened? No. The reason? Simple. It is a field of employment which requires a high degree of specialized skill. I am a biotechnology graduate. And I can safely tell you that with my knowledge in this field if I had make the next generation medicines, we would have been witnessing a genuine holocaust. And for those of you who might talk about the biocon's of the world, let me tell you this, the biotechnology industry in India is like bollywood. No orginalty.Copy everything from abroad put insignificant things into the formulation and you have the next drug. Joke!!

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  6. Wonderful Writeup from a teacher's point. the Indian education system does not inculcate the habit of thinking and questioning. This is a sad state and the now students and future proffesionals lack this very badly. The average student in India is a mechanical person who at times cannot even apply what he/she has learnt.

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  7. @venkat reddy
    yes. u've hit the nail onthe head. WE are so smug and complacent - and all the time it's about mediocrity.
    btw, what about biocon India? not challenging your point. just asking for info.
    enlightening response.thanks
    @priktish kumar
    thanks. Dinosaurs dung! i like that!
    @ deepak
    you r absolutely right. motivation - the total lack of it.but who are we waiting to get motivated?
    @sujatha of fluff and stuff fame
    useful info from a person on the spot.
    @sujatha
    mechanical people is the word.
    @ all
    thanks for the feed back. wish i get more from the movers like u. wud give me enough matter for an article

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  8. Good Post. Highlights the inconsistencies and injustice prevalent in the education system today.

    But regarding internal marks I must say there are exceptions !

    From personal experience I have to say that in some subjects (most lab subjects) the internal marks ended up harming our overall percentage. And not due to want of effort. And I know that this was done in the "spirit of Internal Assessment system". To be true I do not know what all factors go into the grading. But to venture a guess I would say that in most engineering colleges in the state, the lectures need no teaching-related experience or course before getting a job.

    Youngsters barely out of college are told to teach those who were their juniors a year or two back. The age difference is not the issue here. But teaching is a most important field, it requires talent, understanding, sensitivity and empathy. Ironically empathy (what you would expect from people in the same age group) is sometimes surprisingly missing.

    Of course this is possibly the case in only a minuscule percentage. And I'm sure there are many enterprising young(and older) teachers out there who uphold the spirit of education and are being shackled due to the narrow mindedness and political hypocrisy that plagues our land.

    All I can hope is that the ones who care will never stop caring. That the ones who tried will never stop trying. And the ones who dared will never stop daring.

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  9. well, well, what a post! i felt the same when i read the controversial "Amen" by Sr.Jesme - A Book picking out faults within her circle of world plotting herself a queen of innocency, though she could have done a lot to prevent it!!

    Your attempt to redefine the approach to educating is worth an applause, at the same time your stepping back is worth a punch! If you'r not capable of facing the consequences of a revolution, why go for it and then cry about it?

    """I have heard stories of student union leaders threatening teachers who wish to mark fairly for internal assessments!""":
    This is true, I was a part of it in my college days. The faculty came to the class and on the very first day asked the students to join for tution and he could be seen only thrice after that in the whole semester. The last time he came to the class was for a surprise test and obviously the results were surprise marks. Should these marks be sent to the University or a revision is required is upto you to thin

    I had the oppurtunity to attend the Academic Council of the University in which I saw except the two student members including me, everyone else including the VC, PVC, Deans and Directors were happy with their tea, snacks and sitting fee.

    I studied in one of the most wonderful college/University in Kerala in everysense - CUSAT. We were not given the necessary pass marks for internal as you said. Ours were out of 50 and my marks ranged for 5 - 49. When I got 5 of 50, I need 70 of 100 to pass the paper, and it is not that easy in Engineering.

    I have visited and studied about 26 Engineering Colleges in Kerala as a part of student member in the University committee and in most of the scenarios it was not the student's fault. Wonderful projects, numbering dozens, were lapsed for funding because the teachers were either least interested or in most cases had the least knowledge.

    Union and politics in colleges is a must.
    WHEN POLITICS DECIDES OUR FUTURE, WE GOT TO DECIDE WHAT OUR POLITICS SHOULD BE.
    You said about Unions and Student Activists demanding for lenient valuation. In most cases it is not always that the questions are tough but the questions are out of syllabus. You want me to give you the question papers with the complaints and mass signatures?

    You truely conveyed your grievance and the bitter experiences you had. But what about those faculties who implemented new methods after suffering to the extent of University level enquiries on his actions and finally coming out convincing his ideas?

    I am running out of time, I will definitely comment on why the Indian Students are practical dumbos and theoretical heroes soon.

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  10. @manaz
    thanks for the very frank response.

    no. i'm not absolving myself. as part of the sytem, i too failed. miserably. like u said, i shud not have given up. that's where & how i failed. didnt have it it me to go that extra mile and fight and face the consequesnces.

    my point is everyone of the stake holders is responsible for the sorry state of affairs.
    yes. there are bad teachers, bad students, bad administrators.
    there are good ones too-but what's the use if they are ineffective. it's like omission as serious a sin as commission.

    my post is about my sense of failiure and about the sense of guilt about my moral failure. the blogsphere is like a confessional where u get some relief when u unburden - and feel chastised and absoved when you get a backlash like yours:-)

    but it is also an honest but foolish effort to motivate the blogvisitors who are the beneficieries of the existing system to bring about a change as alumni. mebbe, am stupid to think of myself as a voltaire- - -

    reg politics, i can never agree with u, atleast not the way it exists in kerala campus. if i go into it, it makes me turn livid. so i leave it at that.

    btw, u made me squirm when u compared my piece to 'amen!

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  11. @ manaz
    i was not talking of professional colleges about which i do not have first hand info.but i do know things r better there.
    i have arts and science colleges to which the bulk of the students go.
    @ egorulz
    'Youngsters barely out of college are told to teach those who were their juniors a year or two back'.
    you know the reason forit. it is on account of the long ban govt ban on appointment of teachers.educational policies in the country could never be freed from finance and politics. it's a complex matter.
    but the least the govt. could do was to have stipulations in place that'd ensure the quality of teaching staff.
    the adhocism that informs policies reg education is reflects a sad sate of affairs.

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  12. I agree very much to this post..it makes economic sense too to have better educational systems in our country like in the case of lakhs of our students who have to go abroad for more quality learning oppurtunities...

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  13. Good effort in presenting your angvish on the educational system....you are very true to your self but you lack a common thing.You are mainly afraid about the consequences of your experiments and trails. That is where you should work more. And the approach your approach is little bit like this long post.Just be precise in what you want to tell.Just tell the students first the story of the Poet and then go into his details.... if you tell them to do the internet excercise then provide its advantages in the furture and proceed with your assigment... if they dont want to be in internals move it to fun related activity...give some gifts... be more informative no in content wise but on wisdom lines ..... this is just a simple might be a stupid suggestion to your wonderful post.....

    Enjoy !!!

    Indi Proff

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  14. As someone who's been in the thick of it....you've laid open the malaise that affects our system in its rawest form. I found your post written straight from the heart, filled with an anguish that only a true learner can feel. I also know for sure that you will constantly look for ways to induce change....this post itself is a proof of your efforts. Well Done!!

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