Change the system
The dictionary meaning of ‘innovations’ is change, departure or new feature; thus it does not stick to status quo. The innovations, therefore, entail: (a) a quantum leap in our thinking involved in the introduction of a revolutionary new method, or (b) a novel twist to an old idea or method, or © a piecing together of existing method and process to fit a particular set of circumstances. The aforesaid explanation of innovation used by Micheal and Bansal in Financial Engineering has been found fit in the context of the subject under discussion as well .
Teachers in the college sector are engaged in teaching, research, extension and governance. With regard to all the four components of curriculum management like, planning, development, transaction and evaluation, the role of operational level teachers has never been undermined.
The educational services – one among twelve services – under globalization are covered in GATS that paves the way for the entry of foreign players in India. The challenges posed by globalization to educational services can be grouped under four categories: (1) shifting from rigid formal methods of education to new methods based on technology (2) addressing social issues (3) diversifying student support services, and (4) encouraging students to opt for entrepreneurship and focus on market-friendly education.
The present discussion in pursuance of academic objectives in the aforesaid backdrop is a humble attempt to examine the revised question paper (RQP) for under-graduate programmes for the first year annual examination – 2006 issued vide University of Kashmir notification dated 15 June, 2006.
The revised pattern of question paper is well in tune with the current academic requirements. The existing mechanism required a departure from the status quo maintained, at least, for the last two decades. The concerned academics who have contributed their expertise and academic input towards this exercise deserves all admiration for this change from the routine. The evaluation under the new scheme will be more systematic and enjoy a quantitative orientation. The examinees under the new scheme, by and large, will not be under-evaluated as complained earlier.
The RQP, however, suffers from certain inherent limitations which need to be rectified: (1) the range of words for Section A (10-20), Section B (200-300), and section C (400-450) may be replaced by specific number of words as for instance, 15,225 and 425 or 15, 200 and 400 respectively wth a view to minimize the scope for bias during the course of evaluation (refer to IGNOU pattern), (2) the RQP fits in line with the theoretical course of study, but in respect of others based on numerical analysis a further exercise is desired. The different sections inter alia may clearly specify Theory-Numeric Mix, (3) the respective BOUS in different faculties or the teachers at the operational level – the genuine stakeholders have not been offered a role in the process of redesigning the existing course-wise syllabi or the subject RQP till the issuance of the notification.
The revised scheme despite certain deficiencies, which can be rectified, has varied advantages and it is desired to make the scheme effectively operational because it: (1) encourages concretization of fundamental concepts; (2) encourages thorough study sans short cuts, and (3) student friendly and student-centric that is the essence of education.
The revised question paper is a step towards reforming examination system in vogue in Kashmir. The objective of reducing time from 3 hours to 2.30 hours to ensure inter alia the double shift conduct of examinations every day. The examination cycle has been consuming substantial number of days which turns to be non-productive.
The present course structure has to be regrouped from 5 units into 4 units without reducing the course content has further added scope for sub-unitisation under the new pattern from transaction as well as examination stand points and each unit can now be split into 3 sub-units.
The examination cycle in terms of number of days during the academic section 2005 (126 days average) though experienced a reduction as against 2004 (131 days average), yet it is in excess of the University statutes of 90 days and benchmark fixed by the UGC of 35 days. See Table 1 and 2.
The introduction of semester system at undergraduate level and academic empowerment given to the college sector deserve to be accorded a due consideration by the University. The semester scheme is the only befitting via media to contract the examination cycle. It is opportune time that the college sector is to be offered a role to conduct as well as prepare the results for the first term covering ‘A’ papers at the respective college level and the second term covering ‘B” papers to be conducted by the University as usual.
The semester exercise will lead to: (1) the reduction in examination cycle (conduct and result declaration) to the tune of 50% (2) the number of days will increase to the advantage of teaching and other academic activities in the colleges (3) the heavy burden of course content will evenly be distributed semester wise and students will get a relief; (4) the examination with human face will boost up the morale of students, (5) the students will remain busy in their studies through out the academic session.
The present innovative experiment with regard to evaluation is expected to make teaching- learning process interactive and participative. The focus has to be globalization oriented and equip ourselves as faculty and student to compete rival players and enjoy a competitive edge.
6th July, 2006 : ( Source : http://www.greaterkashmir.com )
