Nagaland, Meghalaya and Mizoram do not give much importance to English, reveals study
SRINAGAR, SEPTEMBER 11 (AGENCIES): Jammu & Kashmir tops the charts for most English classes at the upper primary level with nine periods a week, a decade-long National Council of Educational Research and Training (NCERT) study has revealed.
The study was conducted under the National Curriculum Framework (NCF) that had suggested English be introduced as a second language at the primary level. The study pointed out that the choice of the subject rests with the parents and does not depend on academic or feasibility issues of schools.
In Karnataka, it was found five periods were dedicated to English in a week at all stages of schooling -primary, upper primary and secondary -while Sikkim dedicates 10 hours a week for teaching the language at the secondary level. Along with Punjab, Manipur, Tripura, Odisha and West Bengal, Karnataka is yet to implement the NCF.
Besides Sikkim, Assam and Arunachal Pradesh have allocated eight periods weekly for English-language teaching at the primary level. However, Mizoram, Nagaland and Meghalaya do not give much importance to English.
In terms of giving importance to mother tongue, West Bengal, which conducts an examination for Bengali language for 200 marks for upper primary students, tops the list. At the secondary level in Karnataka, Kannada, offered as the first language along with Sanskrit and English, accounts for 125 marks. However, most states cap marks for the mother tongue to 100.
Karnataka schools dedicate six periods a week for Kannada, while Maharashtra has allocated 13 hours weekly for Marathi - the most in the country. Andhra Pradesh conducts 12 periods a week for Telugu at the primary level.
The report found that 15 states across the country follow NCERT prescribed curriculum and textbooks. On the other hand, 14 states have managed to integrate the NCERT prescribed syllabus within their own. Awareness programmes and financial aid from the ministry of human resource development would be provided to states that have not fully implemented the NCF. The study pointed out that states and Union territories had prioritised languages in accordance with their socio-cultural aspects.
While a majority of the states adhere to NCF, a few follow varying systems owing to the different parameters that govern their systems of education. The study was conducted to assess the status of the curriculum at schools introduced in 2000.
The report also analysed the structure of the curriculum, working days, school hours, class hours in a week and pedagogical techniques among other aspects of school education in the country.
