The state government seems to have forgotten that learning is a continuous process. Or, that, pre-university education (as its very name suggests) must naturally lead on to higher education. If academic standards are lowered in the initial stage, they will only plummet further in the stages that follow.
While the minister for higher education calls upon universities “not to compromise on quality,” his counterpart in-charge of pre-university education advises colleges not to prefer meritorious students while making admissions. They forget that a government’s policies and aspirations have to match to reach excellence in education.
We need to build a society which celebrates intellectual achievement. But the state government’s proposal to lower standards of admission to pre university courses (PUC) threatens to drag it further and farther away from such goals. Its proposal is based on the recommendations made by a 23-member legislature committee in 2004.
Following them, the government has now plans to introduce quota system in admission policies to PUC.
If it materialises, all junior colleges should reserve at least 15 per cent of their seats to students scoring below 50 per cent in their school exams. Another 30 per cent would be reserved for those scoring between 50 to 65 per cent. High achievers will have to be accommodated in the remaining 55 per cent intake.
How do we breed a new generation of university students, whose hallmark is excellence, after ensuring that they are denied opportunities to get admission in the first place?
If we hope for an environment that promotes excellence in higher education, we have to activate both teachers and students to achieve it in earlier stages itself. Just as the teachers should know that their efforts would pay rich dividends, the students must also be assured that their hard work would be well-rewarded.
If colleges “punish” outstanding students, there will be no incentive for either teachers or students to achieve excellence. Likewise, if colleges “reward” those who are low achievers, the quest for excellence will take a back seat.
There are many ways to create equal opportunities. The Centre introduced the concept of vocationalisation at the Plus Two stage in 1976. It diversified students, who had no desire or aptitude for higher learning.
They were channelised into the world of gainful employment. This was a way to meet the aspirations of those who preferred a meaningful vocation instead of a useless degree. In principle, vocationalisation seems to be the only sane solution to the problem of unemployment.
It would reduce unnecessary burden on universities, whose academic quality has diminished mainly due to the mismatch between numbers and resources.
The state government could also introduce refresher courses in junior colleges to enable weak students to improve their academics before absorbing them into the mainstream course. Only those who show an inclination towards higher education should be given the opportunity to study further.
The system of admitting thousands of students and allowing them to fail at the end of two years is a drain on the resources. Merely lowering standards for admission is no answer to any problem.
As it is, the government does not have the necessary finances to improve its junior colleges. Conducting mammoth exams twice a year takes out a large chunk of these resources.
If that money is spent with a vision, the teachers would be better equipped to deliver a higher standard of teaching. Even the students would be better qualified and fit to enter universities. Excellence cannot be achieved by short circuiting standards.
