Biju Dharmapalan
India’s higher secondary science education is at a crossroads. When higher secondary education was part of college education, the quality was a little better as teachers who dealt with B.Sc. and M.Sc. used to take sessions for the pre-degree /pre-university courses. In the college setting up the facilities for practicals was also better as they had better infrastructure. For years, the higher secondary or pre-university education has been dominated by an unhealthy fixation on entrance examinations like NEET and JEE, which serve as gateways to coveted careers in medicine and engineering. While these exams undeniably play a crucial role, their overemphasis has created a myopic education system prioritising rote learning and coaching over comprehensive understanding and critical thinking. The students are not aware of the other opportunities in higher education as teachers and vested interest groups keep this information away from the student community. The situation in many schools is so pathetic that there is hardly any focus on practical sessions. It is time to recalibrate the focus and ensure that science education nurtures curiosity and creativity while equipping students with skills relevant to the 21st century.
The rise of the coaching industry in India is symptomatic of the systemic issues plaguing science education. Coaching centres often promise shortcuts to crack competitive exams, overshadowing the school curriculum and relegating quality teaching to the sidelines. As a result, classrooms increasingly become arenas for note-taking rather than interactive learning, with the syllabus being reduced to a mere checklist of topics to be ‘completed’ before students head to their coaching sessions. This dual burden leaves little room for conceptual clarity, practical learning, or intellectual exploration.
Our students’ natural curiosity and love for science are stifled in this race to conquer competitive exams. Laboratory sessions, meant to foster hands-on learning, are either undervalued or treated as formalities. Fieldwork, research projects, and critical discussions-essential components of a well-rounded science education-take a back seat. The consequence is a generation of students who may excel in multiple-choice questions but struggle to apply their knowledge in real-world scenarios.
The National Curriculum Framework (NCF) and state boards layout well-rounded syllabi designed to build foundational knowledge and interdisciplinary connections. However, the obsession with entrance exam preparation often undermines these objectives. Teachers face immense pressure to align their classroom teaching with the patterns and demands of NEET and JEE, leaving little scope to engage with the broader objectives of the curriculum.
Furthermore, the emphasis on competitive exams creates disparities between urban and rural students. Access to quality coaching centres is often limited to urban areas, leaving rural students dependent on overburdened school systems. Bridging this gap requires not just infrastructural investment but also a shift in focus towards equitable and effective teaching methods.
Adding to this challenge is the arrangement in some schools where students are allowed to enrol formally while attending coaching centres for most of their academic needs. This practice, often a mutual agreement between schools and coaching centres, undermines the sanctity of formal schooling and deprives students of holistic development opportunities.
Transforming higher secondary science education in India requires a multi-pronged approach. NEET and JEE should be restructured to evaluate conceptual understanding and application rather than rote memorisation. In all competitive examinations, the marks scored in the higher secondary examination need to be considered while preparing the selection list. The examination pattern also needs reformation, stressing practical and critical thinking. This will give attention to classroom teaching and bring back the students from the clutches of coaching centres.
Including sections assessing critical thinking, problem-solving, and innovation can encourage students to engage meaningfully. Compulsory Faculty Development Programs, akin to those mandated by the University Grants Commission (UGC) for college teachers, should be introduced for school educators. These programs would help teachers stay updated with the latest pedagogical practices and scientific advancements, enabling them to deliver high-quality education.
Higher secondary science education needs to move beyond the shadow of NEET and JEE to realize its full potential. By prioritising quality teaching and holistic learning, we can empower students to become not just exam-toppers but also lifelong learners and problem-solvers who contribute meaningfully to society.In order to become the global leader in science and technology, this is badly needed. Otherwise, in the near future, our nation may face depletion in the quality of our scientific workforce, which may become an impediment to becoming a Viksit Bharat by 2047.
(The author is the Dean-Academic Affairs, Garden City University, Bangalore & Adjunct faculty, National Institute of Advanced Studies, Bangalore)
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