EDUCATION TRIBUNE

Reframe question papers to prevent unfair means
O.P. Wadhwa
I endorse the recommendations of Maharshi Dayanand University (MDU) Vice-Chancellor Major-Gen B.S. Suhag that the services of the ex-servicemen as university employees on a contract basis can be hired for looking after the external interference at examination centres. A few more steps are recommended.

An experiment in schooling
Public school takes to teaching slum children
Amrik Singh
A decade after an English medium public school was set up by a far seeing visionary who belonged to a minority community, it decided to admit a certain number of slum children at the kindergarten level by way of an experiment.

ADMISSION DEADLINE











Reframe question papers to prevent unfair means
O.P. Wadhwa

I endorse the recommendations of Maharshi Dayanand University (MDU) Vice-Chancellor Major-Gen B.S. Suhag that the services of the ex-servicemen as university employees on a contract basis can be hired for looking after the external interference at examination centres. A few more steps are recommended.

Question paper (especially of social sciences subjects where unfair means are applied mostly) must be restructured as 15 Objective questions of 15 marks. Eight short answer questions of five marks each, totalling 40 marks and the remaining three essay-type questions of 15 marks each, totalling 45 marks. Total marks=15+40+45=100 marks.

This restructured pattern of question paper has a good weight of reliability. The reliable feature is that when a student is asked upon to answer somewhere around 25-26 questions, the psychological factor would operate in his/her mind that even if he/she does not know the four objective answers, 2-3 short question answer, he/she is not going to bother much and shall not try to resort to unfair means as he/she would be confident of getting through with the rest of the questions.

With this restructured pattern, he/she would also not find time to resort to unfair means during the actual conduct of examinations.

Lists of teaching staff working in maintained/affiliated colleges should be obtained in advance and the university appoint Assistant Superintendents, Deputy Centre Superintendents, Centre Superintendents, Members Flying Squad/Observers.

At present University has been appointing invigilators/supervisory staff on the recommendations of the Principals of the colleges concerned.

It has been seen that a junior teacher is recommended to work as member of the flying squad whereas a senior member is asked to work as Assistant Superintendent. Only those teachers with at least five years’ experience must be appointed Deputy Superintendent, with 10 years’ experience Centre Superintendents and minimum 15 years’ experience as members, flying squad.

Senior members who are not willing to be appointed at senior positions and want to work at junior positions can be adjusted accordingly.

Further, as far as possible, the university should try to appoint outsiders as invigilatory staff. Teachers working in Mahindregarh district and want to be appointed in Rewari, Gurgaon or Faridabad district without TA/DA must be accommodated. The university has been appointing outsiders invigilatory staff (Centre Superintendents/Deputy Superintendents) with TA/DA within the district alone.

Lecturers belonging to Faridabad colleges can be appointed as Superintendents or Deputy Superintendents with TA/DA in Palwal/Hodal colleges (about 30-60 km) from Faridabad proper, but cannot be appointed as such even without TA/DA in Gurgaon colleges (about 30-40 km). This may be looked into by Controller of Examinations.

— The writer is lecturer, Government College, Gohana, Haryana.
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An experiment in schooling
Public school takes to teaching slum children
Amrik Singh

A decade after an English medium public school was set up by a far seeing visionary who belonged to a minority community, it decided to admit a certain number of slum children at the kindergarten level by way of an experiment. These children belonged to the area which encircled the school. Ordinarily speaking, they would not have had the opportunity to even join any school, let alone a public school.

Like any other city in the country, there are, numerous unauthorised colonies in the city of Delhi. This school is located in one of them. Once the school had been established and reached the strength of approximately 1500 students, it occurred to the teachers that, in spite of having continued to function without any reference to the neighbourhood, they might at least acquire some understanding of how the people around them lived and if they could be helped by the school in any way.

Visits to different homes in the colony was an eye opening experience for teachers and senior students who made the visits. A family with half a dozen children is more or less the norm in these localities. Men and women do all kinds of jobs to sustain the family. In a large number of cases, the boys help the parents in whatever they are doing. As to the girls, nobody is bothered about them.

After these visits, teachers started discussing amongst themselves what could be done by the school to help those people whom they had got to know. After a good deal of intensive discussion, they came to the conclusion that, if they were to be helped in any way, it could be mainly in respect of education which was their chosen field of specialisation.

But how could these children be admitted to the school? The per capita cost in the boarding house (and three fourths of them were boarders) was a couple of thousand rupees per month.

In 1999 when the session started, the school admitted students from the slum areas. Later, it admitted another 12 or so. In a few cases, parents took the children away even after admission because they desperately wanted their help in whatever they were doing. This was a typical case of children not being allowed to study because the family needed their labour power so as to add to the family income.

After a couple of false starts, the number of students admitted in this unconventional way was stabilised at 35. In four cases, the students showed promise. (Incidentally, in one case, both the parents are blind.) Therefore, they were taken out of those two sections and put into other sections where they could successfully compete with other students. When this was done, four different teachers entirely on their own initiative, took over the responsibility to look after one child each so as to guard against the possibility of any of these students lagging behind in any way.

Not only did these four teachers take over this specific, additional responsibility, the whole lot of teachers subscribed one per cent of their basic salary into a separate fund which paid for the engagement of two extra class teachers who had to be employed in order to look after the 35 students who were currently enrolled in the second and third standards.

It is expected that, within the next couple of years, a few more of these students would be moved on to the other sections and merged with the mainstream.

Recognising the innovative role played by the teachers, the management not only waived the fee, it also helped with free supply of uniforms, shoes, books, stationery and, no less important, two cakes of soap — one for toilet purposes and the second for washing their clothes. In terms of outfit, appearance, classroom manners, mode of social interaction and the lot, there is nothing to distinguish one child from another.

It is the end of the fourth year of the project. In theory, any teacher can opt out of it and not pay his or her one per cent contribution that is being paid just now. In practice, no one has done anything of this kind. They are all committed to this experiment and would like to see it succeed.

Clearly it is an act of collaboration between the school management and the teachers. Some of the managements can be enlightened and it should not be a surprise if a small number of private schools are prepared to chip in with something on the lines of what is being done in this case.

But what is exceptional in this situation is the commitment of the teachers who not only carried out intensive surveys in the slum area, worked out a viable scheme of schooling, and even more important, came forward to fund it. In other words, it was this happy combination of an enlightened management and a committed teacher body which got this programme going.
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Feb 15 Institute of Town Planners, 4A, Ring Rd, IP Estate, New Delhi 110002

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Feb 27 Madurai Kamaraj University, Directorate of Distance Education, Palkalainagar, Madurai 625021 (TN)

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3) BCA

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5) PG Dip (Comp Appln, e-Com; 1-yr)

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BA (Hist, Eco, Pol Sc, Soc Sc, Eng Litt, Tam Litt); BSc (Maths); BCom; BBA.

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MA (Hist, Eco, Pol Sc, Pub Admin, Eng Litt, Tam Litt, Gandhian Thought, Philo & Relig, Sociol); MSc (Maths, Phys, Chem); MCom.

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