meerabhardwaj28

English Shoved Down The Throat in the most ham handed way by the CBSE ,speaks of its high handedness and ignorance as usual. After implementing CCE in the most undignified haste in mid session, they have moved on to next blunder. Usually their intentions are not wrong but they sure do lack the necessary intelligence and wisdom in implementation. They not only fail to identify the areas requiring reforms, but also compound the problem by finding unsuitable solutions to it and further add insult to injury by forcible implementation.

What happened to the good old times when we convinced people logically rather than ordering them and then stifle their voice by blanketing out any voice of dissent. The noise raised from CCE failure, parents and students disgruntled voices has not settled down, yet in an unseemly haste another reform has been thrown our way. The new monster has been christened as ‘ PRACTICALS IN ENGLISH IN BOARD CLASSES AND ADDITION OF READING TEXTS IN CLASSES IX TO XI)’

What is wrong with this policy can be seen by everyone except CBSE. Are they not aware of the sham Science practicals are? It’s common knowledge that schools mark liberally, there’s no parity between the potential of the student and allotted marks. The charade goes on year after year, wasting time money and effort of lakhs. Do they wish to create a similar situation for English?

As it is, noses are thumbed at students scoring above 90% in it, they are only paving the way for 100% score to be possible in it and later lamenting at the outcome. Blame games would begin and all will be piping about rising scores and falling standards in English.Who will be responsible? None other than CBSE, the great churner of impractical ideas.

Who will conduct it, what would be the content, its level and the standard of the tester? Judging listening and speaking in such artificially contrived situation  will vary greatly,depending upon the examiner selected. It will be highly subjective and eventually pan out to be a farce where ultimately the regular teacher would come to the rescue. Did you need to dilute English more  and make a farce out of it?

The next issue that has been rankling is the hasty imposition of long reading concept. Nobody can oppose the thought in principle but they have gone wrong again in ensuring it. The dismal record of several schools is adequate reflection of the malaise, which is ” not knowing even the basic sentence formation at class tenth level” The effort should be directed at imparting the basics first.

The policy makers should be forced to correct the answer scripts of govt. school children first and then be allowed to select suitable reading texts for them. They in their wildest dreams wouldn’t be able to read unabridged texts of Gulliver Travels, which I did at graduation level or tackle archaic English of Jerome in ” Three Men in a Boat”. They could have done better than ” Up From Slavery ” for class eleventh.

What could be the intention of CBSE in doing this? Is it perhaps to cash on new money-making enterprises. More guides will be published, ready-made answers to these novels would be available and some of the very same decision makers would edit them and rake moolah. They don’t seem to be nobly intended.

It is more advisable to supply a suitable reading list, recommend inculcating reading habits, and let the schools do the rest, which they most often do better without the benign presence and interference of CBSE.