PARAKH’s ‘Equivalence’ Report

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Context

• PARAKH, a standard-setting body under the NCERT, has recently submitted an 'equivalence' report to the Ministry of Education.
• This report makes recommendations on achieving equivalence across various school boards in India, in line with the National Education Policy (NEP) 2020.
• The NEP calls for PARAKH to facilitate the sharing of best practices among school boards and ensure academic standard equivalence.

READ ABOUT NATIONAL EDUCATION POLICY:

https://www.iasgyan.in/blogs/national-education-policy-2020-14

https://www.iasgyan.in/daily-current-affairs/national-education-policy-nep-2020

READ ALL ABOUT PARAKH: https://www.iasgyan.in/daily-current-affairs/parakh-31#:~:text=About%20PARAKH&text=It%20will%20also%20be%20responsible,based%20assessments%2C%20and%20examination%20improvements.

Understanding Equivalence Across Boards

Current Variability Among Boards

• India has 69 school boards, including State boards, CBSE, ICSE, NIOS, and various others. These boards differ significantly in terms of curriculum, examinations, and structural functioning.
• This disparity has led to some boards being perceived as superior to others.

Objectives of Equivalence

• The goal of achieving equivalence is not to enforce uniformity but to ensure that all learners, regardless of their board, receive a certain standard of education and facilities.
• This means that a student in any board should have access to standardized, benchmarked resources and performance measures.

Recommendations by PARAKH

Assessment Reforms

• PARAKH suggests that Class 9, 10, and 11 performances should contribute to the final Class 12 results.
• Specifically, Class 12 results would be a cumulative of 15% from Class 9, 20% from Class 10, 25% from Class 11, and 40% from Class 12.
• Additionally, implementing a credit-based system for assessments, including credits for online courses and extracurricular activities, integrated into a holistic progress card, is recommended.

Standardization Measures

• PARAKH recommends developing a cadre of trained teachers to create standardized question papers across classes 9 to 12. Establishing question banks for classes 9 and 11 and developing blueprints for question papers are also advised. This approach is suggested for classes 10 and 12 as well.

Administrative Recommendations

• The guidelines for school affiliation should be finalized according to PARAKH’s recommendations. Boards should conduct periodic reviews and grant affiliations for a maximum of three years. Additionally, empowering boards to recognize and regulate schools, taking action against unrecognized institutions, is advised.

Curriculum and Infrastructure

• Boards should integrate digital literacy, including coding and cybersecurity, and adhere to the National Curriculum Framework for School Education.
• Ensuring that affiliated schools have essential infrastructure such as toilets, internet access, libraries, and ramps is also recommended.

Process of Formulating Recommendations

• PARAKH assessed 32 boards using parameters like administration, curriculum, assessment, inclusiveness, and infrastructure.
• This involved analyzing two years’ worth of question papers and gathering input through questionnaires and meetings with school boards.

Next Steps

• PARAKH will continue discussions with various school boards to refine the recommendations.
• Initial feedback suggests adjusting the weightage of Class 9 and 10 scores in Class 10 and Class 11 and 12 scores in Class 12.
• Boards will develop a roadmap to meet the report’s benchmarks, with funding provided to support this process.
• Implementing these changes will be gradual and challenging, requiring boards to align with the new standards rather than merely conducting examinations.
• The ‘equivalence’ aspect of NEP is a complex and evolving task, aiming to create a more balanced and standardized education system across India.

 SOURCE: INDIAN EXPRESS