The political observers and ‘students’ of academic affairs in the country in general and Kerala, in particular, have been anxiously waiting to see what will happen to the modifications to the school syllabus for the 11th and 12th classes proposed by National Council of Educational Research and Training (NCERT) in Kerala. Their anxiety is because Kerala is a State controlled by the ruling CPM-led Left Democratic Front and Opposition Congress-led United Democratic Front (UDF), which is always for minority appeasement and opposing ideas based on nationalism. Both follow the ‘negative’ theory of opposing whatever the Modi regime does or States because they are ‘pro-Hindu’ and read ‘pro-RSS’. Now, the decisions are around the corner.
The Curriculum Steering Committee (CSC) of the State Council of Education Research and Training (SCERT) has decided to include the portions omitted by the National Council of Education Research and Training (NCERT) in the State school syllabus. According to a statement, CSC met at Thiruvananthapuram on April 26 and discussed the inclusion of the omitted portions. The Committee authorised Education Minister and CPM leader V Sivankutty to discuss the matter with the Government and take the necessary decisions.
Before the previous meeting, Sivankutty had stated that the State of Kerala would include the omitted portions. Much earlier, NCERT had excluded, Mughal history, Mahatma Gandhiji’s assassination and a consequent ban on Rashtriya Swayamsevak Sangh (RSS), Gujarat Riots and Darwin’s Theory of Evolution from the school syllabus.
Sivankutty told a press conference that the State Government could print textbooks carrying the portions the centre omitted, provided the centre does not deny permission to teach these subjects. He added that teachers’ unions also believe the omitted portions should be included.
Referring to the omission and inclusion of Mughal history, Darwin’s Theory of Evolution and the Gujarat riots, Sivankutty claimed that the CPM-led LDF Ministry Government acts based on ‘constitutional and secular values’. Therefore, the Kerala Government stands for teaching these portions.
Yes, that is the crux of the point. They are keen to keep on eulogising the invaders like Mughals forever. That is why Opposition parties disagreed with the Union Government’s decision to change the names of the streets in Delhi. They were ‘deeply hurt’ when ‘Aurangazeb Road’ was renamed ‘Abdul Kalam Road.’ They needed Aurangzeb’s name for the street, even though he belonged to a kingdom built by invaders; they were not happy even though a patriot like APJ replaced it. This is the situation in Kerala too. Still, they claim they always uphold the Constitution, secular values and whatnot!
The latest news suggests that States can decide on the syllabus it has to follow. Respective State Council of Educational Research and Training (SCERTs) can determine what should be included in their State schools. Sanjay Kumar IAS, Secretary of the Department of School Education and Literacy, Ministry of Education, has disclosed it.
This is in the wake of the developments in the State. Education is in the concurrent list of the Constitution; hence States can take decisions concerning the syllabus. Sanjay Kumar said there is no controversy in the matter. In light of the Corona pandemic, modifications were made to reduce the students’ burden. The books scheduled to be brought out in 2024 will kick off a new beginning. Classrooms and teaching methods will be regularised according to the new books.
Secretary’s statement clarifies that there is no controversy or political motive behind the syllabus modifications. But, a one million dollar question remains: “How long the country can go sans a common education system and syllabus?” Even otherwise, there are complaints that central syllabi, followed by CBSE schools and Kendriya Vidyalaya, differ from those of the States.
Some people believe that this sort of regime results in the creation of two different strata of citizens. So, do we not need a consensus among constitutional experts and academicians regarding ‘One country, one education?’ This is vital since we have achieved ‘one country one tax’ (GST), and active discussions are going on regarding ‘one country one election’, ‘one country one law’, etc. Undoubtedly, ‘One country one education’ looks essential for national integration.
