Whom to Blame

Whom to Blame?

Today if we see there is a controversy between the student and teachers. Student say this teacher don’t teach us nice, that teacher teach us nice. Teacher say students are poor, how to teach this type of students.

This kind of word we found in student life. There is always a fight between students and the teachers for the subject matter. In one meeting which i have attained in my working period, the result of Diploma in Pharmacy came out near about 90% students get fail in maths and physics. In front of meeting the mathematics and physics teacher were saying this time the student are worst and undisciplined. When I went out in one corner the student were saying our mathematics teacher and physics teacher are worst. After doing the master degree, are the teachers really incapable or the student are poor.

If we look towards the history of Nepalese education, in SLC (10^th) question were asked from 9 and 10^th but later in 2063 B.S, the government change the rules and the paper was made of one year only (10^th only). If we see the pass percentage it is increasing in 10^th level but slowly in +2 level again it have fallen down.

With my view and other friends and also with teacher experience I am writing this article. Actually if we see the Nepalese curriculum (book published by private company), they are just putting the load in child mind. For example, the 10^th class curriculum in taught in 9 class, the eight class curriculum is taught in 6 class. So from the base the student in boarding school just learn to memorize the points or notes rather than understand.

If we see at present curriculum all the final account have been kept from bbs to +2. Many people compare the curriculum standard of Nepal with foreign. I see a well experienced saying that our curriculum is tough and it is not made for all. But in my view, our curriculum is made to just memorize the note. Since the poor base of school and the lack of teacher in the rural area leads the poor base of education and student can’t do better in higher level. Even the school medium (boarding school and government school) are also differentiated in education. In a boarding school one subject is in nepali and all subject are in English, while in government one subject is in English and other subject are in nepali due to which student are facing problem in higher education.

In my view, neither the faculty are poor nor the student are poor , main problem is the Nepalese curriculum. If there will be meeting of the top level (curriculum making people) and if any one ask them a question about are the human resource really capable to teach the curriculum than definitely they will say, we are lacking proper human resource, technology, infrastructure. But the curriculum they have design is such a way that even the talent people get fails to teach in practical life. For example I will like to share my experience of 9 and 10 th geometry. In our batch there were 58 students and among 58 hardly 5-6 used to understand the theorem and all used to memorize. Teacher used to punish about asking and we were like a donkey of getting a stick. Still I get afraid of theorem of Mathematics of our class 9 and 10 , which is behind the level of medium student.

This are some my other experience , there are many other incidents which I have listen about suicide, frustration, leaving country and going different country for higher study ,eating Gaza and wine to memorize hard to learn note these are the reason of Nepalese curriculum.

If we see the subject chosen for higher education generally , a student who is good in maths choose science (engineering), who is medium choose commerce and poor in maths choose arts (in general), so from this also Nepalese curriculum should design the curriculum. Today if we see more and more maths is being fixed, new subject like analytical subject and other subject are coming. But in real life the student have always mental tension how to clear the mathematical subject than to understand. If one research will be done than I can guarantee that after the exam near about 90 % forget what they have studied in Mathematical subject and also we cannot apply this subject in real life. I want to share one experience what had happened on MBA , on our class 80 % student gets fail in analytical subject. The more shocking news was the student who had secure 8 cgpa in first sem and they were having the very good marks in other subject , they were fail in analytical subject. Some student were having the mental tension because of this subject and I still remember the words yaar why we are studying this subject in masters , the university wants to make us fail.

So the curriculum designer should be proactive to solve the problem.

·       What Kind of Curriculum should be made.

1. Upto 10 th level grading should be done, no one should be make fail. For example if student gets poor marks in science or maths he should be given pass grade, if he gets fail also. It will help to increase literacy of country and side by side the student who have poor grade in science or maths they can study other subject like commerce, arts or education, technical.

2. For +2 many student have problem in accountancy or maths so question model should be changed. For long question there should be given one theory or one numerical . So that a student who is poor in account and good in marketing can get knowledge of account and also can pass account paper also.

3. For Bcom also same type of paper model should be fixed.

4. Master should be can be done , the student who are doing specialization(last year which subject they have chosen as core they can have little bit analytical based question. Since a student who is good in maths will choose account and poor in maths will choose marketing.

Krishna Raj Bhatta

Time 9: 17 pm at 15-03- 2014