SANDEEP SINGH
In recent times, the debate over a common syllabus and curriculum in mother languages for schools under the Central Board of Secondary Education (CBSE), Indian Certificate of Secondary Education (ICSE), and State Boards has gained significant attention. Advocates argue that this move would align with the principles enshrined under various articles of the Constitution of India. However, CBSE, in its counter affidavit, has presented a different perspective, emphasizing the importance of considering local context, culture, and language. In this article, we delve into the details of this debate, the role of CBSE, and the constitutional aspects surrounding the issue.
The Counter Affidavit by CBSE
The Joint Secretary (A&L) on behalf of the Central Board of Secondary Education (CBSE) has filed a counter affidavit opposing a plea seeking a common syllabus and curriculum in mother languages in CBSE, ICSE & State Boards. The plea is rooted in the aspiration to meet the goals enshrined under various articles of the Constitution of India, including Articles 14, 15, 16, 21, 21A, 38, 39, 46, and the Preamble.
CBSE’s stance in its counter affidavit is clear and resolute. It states, “…the Uniform Board/Syllabus across India does not take into account the local context, culture and language.” This statement sets the tone for the entire argument, highlighting the importance of considering the diverse cultural and linguistic landscape of India.
The Constitutional Framework
To understand the intricacies of this debate, it’s crucial to delve into the constitutional framework governing education in India. Education falls under the Concurrent List of the Constitution of India, which means that both the Central and State Governments have the authority to legislate on education matters. However, the fact that the majority of schools are under the jurisdiction of the State Governments adds another layer of complexity to the issue.
“The National Curriculum Framework (NCF) developed by the NCERT as per the mandate of the National Policy on Education sets the guidelines and direction for the development of syllabi and textbooks at all the school stages. As a follow-up to the NCF, curriculum, syllabi, text-books and other supplementary material are developed by NCERT. State Council of Educational Research and Training (SCERTs) and State Education Boards either adopt or adapt NCERT’s model syllabi and textbooks or develop their own syllabi and textbooks based on NCF,” the affidavit reads.
This framework underscores the role of the National Council for Education Research and Training (NCERT) as the academic authority under the Right of Children to Free and Compulsory Education Act, 2009 (RTE Act). While the Central Government entrusts NCERT with the task of preparing the framework of the national curriculum, State Governments also play a pivotal role in preparing the framework of appropriate curriculum under the Act.
Balancing National Unity and Local Diversity
The core argument put forth by CBSE is the need to strike a balance between national unity and local diversity. India is a vast and diverse country with a multitude of languages, cultures, and traditions. Attempting to enforce a uniform syllabus and curriculum across the entire nation could lead to the dilution of local identities and traditions.
One must acknowledge that the cultural and linguistic diversity of India is one of its greatest strengths. It is this diversity that contributes to the rich tapestry of the nation. Different regions have their unique histories, languages, and cultures, which should be celebrated and preserved. CBSE’s argument aligns with the idea that education should be sensitive to these differences.
The Role of State Governments
CBSE further emphasizes that since education falls within the Concurrent List, it is primarily the prerogative of the State Governments to frame syllabi, curriculum, and conduct examinations for their schools. This decentralization of authority allows State Governments to tailor education to suit their specific needs and requirements.
State Councils of Educational Research and Training (SCERTs) and State Education Boards play a pivotal role in shaping the educational landscape within their respective states. They have the autonomy to either adopt the NCERT’s model syllabi and textbooks or develop their own based on the National Curriculum Framework.
Conclusion
The debate over a common syllabus and curriculum in mother languages for schools under CBSE, ICSE, and State Boards is a complex and multifaceted one. While proponents argue that it would align with the principles of the Constitution, CBSE’s counter affidavit stresses the importance of preserving local context, culture, and language.
Title – Ashwini Kumar Upadhyay v. Union of India
