Rejig in School Syllabus with TS Movement

Mohammed Younus 
From the next academic year, TS students would study the role played by Chief Minister K Chandrasekhar Rao in the Telangana movement, going by the recommendations reportedly finalized by the State Council for Educational Research and Training upon completion of its exercise for revamping the syllabus for schools of the State. The recent Telangana movement would be included in the syllabus at the school level, highlighting the role of Telangana Rashtra Samithi (TRS) and its president K Chandrashekhar Rao, Chief Minister of the newly created State. The major changes would be in Telugu and Social Studies subjects at the primary and secondary levels. 

"Role of TS legends to be highlighted"

The SCERT has proposed several changes in the syllabus to be taught from the next academic year. In Telugu, the history of poets, writers and authors from the Telangana region would be included, removing the ones from the Seemandhra region. History of educationists from Telangana who had been ignored in the past would also form part of the new syllabus. The history books would have the Chronicles of Telangana dating back to the merger of the erstwhile Hyderabad State into Indian Union and all the major events up to the formation of Telangana.

According to the School Education Department officials, the history of movements during the Nizam’s regime, Hyderabad’s merger, first democratic government, agitations pertaining to Mulki Rules, role of Osmania University students, the 1969 Telangana movement and the 1972 Jai Andhra movement would be included in the history section. Besides, the renewed movement for statehood, the role of TRS, TNGO’s, KCR’s fast-unto-death and announcement of formation of the separate state would be included. Prominent people from Telangana involved in various movements from 1911 to 1948 would find place in the history books. The role of Hyderabad State Congress, Andhrjana Sabha, Ravi Narayan Reddy, Ramanada Tirtha in the Telangana movement would be discussed elaborately.

Farmers’ agitations, Telangana Armed Struggle, history of Maqdoom Mohiuddin, Shaikh Bandagi, Chakali Ailamma, Doddi Komuraiah and V Ramchandra Reddy are among the other topics that would find place in the revised syllabus. This whole exercise of the SCERT virtually eliminates from the syllabus information pertaining to Seemandhra-related poets, writers, historians, movements and cultural events.

Row Over Sackings in EFLU

Mohammed Younus  
Hyderabad : Students and employees of the English and Foreign Languages University (EFLU) are crying foul over the unlawful sackings of a few Class IV employees in the university. Students alleged that the administration has been using the services of an employee B Jayaram, appointed on an ad hoc basis, to cover their tracks on the campus. According to student unions, the university administration has given several key responsibilities to him, though his appointment was not made as per the norms.

According to students, the CAG report had also held EFLU responsible for illegal appointment of office attendant Jayaram who was later appointed as university caretaker. It is alleged that after attaining the position of caretaker, Jayaram has been harassing the Class IV employees and has sacked nearly 10 employees. It was also alleged that he demanded Rs 50,000 from a sacked employee Mariyamma to take her back on rolls. Telangana Students Association secretary B Sateesh said that university administration is completely against the SC/ST students and employees on the campus and is showing utmost discrimination towards marginalised sections.

He said that the appointment of Jayaram was illegal as the Universities Act permits the vice-chancellor to recruit only teaching staff and not non-teaching staff. He also said that in case of appointing the non-teaching staff, it should not be for a period exceeding six months. It is said that Jayaram and his brother were using political clout for continuing their activities in the varsity and were harassing women employees.

Complaints have also been lodged with the university administration in this regard, he said. Attempts to contact the vice-chancellor and other officials of the varsity were futile. The students demanded an enquiry into this matter and bring all the sacked employees back on rolls.

FreeDom of Speach !

Mohammed Younus 

Freedom of speech has once again got the prominence globally ever since some alleged 'terrorists' have carried out a daring attack on a satirical tabloid of France Charlie Hebdo recently, though many questions have been raising on the authenticity of the claims of French agencies about the identity of attackers.

Let me put the discussion on the identity of attackers off and express few words pertaining to the freedom of expression. Some of the experts dealing with the social rights of people across the globe compare Freedom of speech with right to live.

Snatching away this freedom would be like killing a person or a group of person, according to these experts. I also support this idea to a larger extent. But as we travel from Japan, one tip of the global map, to Europe and then US we can find different standards of freedom. In China the people are allowed to speak what the government wants them to speak. In Russia we have almost the same standards.

Coming to India we have a larger freedom but this is used only to benefit few 'strong' people. It has been observed that freedom of speech in India has got many different faces. In the name of freedom you cannot go to extreme. In India we have certain restrictions. Some lines have been drawn.

In Arabian countries, Gulf and Iran we have more restrictions on free speech. Despite such sanctions the social media has played a vital role in devastating the status quo that has been there for several decades and it brought the people there some respite from the dictatorship.

In Europe and US the freedom of speech is limitless or extreme. Generally the West including the media uses this freedom across the globe. As the west has its own standards for freedom it goes wrong in Asian, Central Asian and Latin American countries if practiced with the same standards. 

Charlie Hebdo episode is the clear example of miscarriage of freedom of speech across the globe. Though it is true that if something is sacred for someone it could not be possible sacred for others but there is a need to have an overlook on the whole concept of freedom. Because we have to reconcile for peaceful co existence rather to fend conflict in the name of Freedom.

A Unique Oral Course

Mohammed Younus 
Hyderabad: A Professor from Maulana Azad National Urdu University (MANUU) has designed a unique course to teach the basics of Urdu language without requiring the learners to use a pen or paper. The course is completely based on oral teaching and examination for the six months certificate course is also conducted orally. This course has come into existence following the immense demand from Urdu lovers from different walks of life who wanted to enjoy the beauty of the language.


Centre for Urdu Language Literature and Culture (CULLC) Dean and Professor Khaled Sayeed has designed the course and introduced it in the year 2009-10 for the first time. The name of the course is ‘Tahseen-e-Ghazal’ which means appreciating the Ghazal. He said that several language enthusiasts in programmes like Mushairas and other literary events felt uncomfortable as it was Greek and Latin for them. They lament that they were not enjoying the events as those who knew the language. 

Hence they have requested him to design a course that non-Urdu people could pursue and understand the language without the pain of writing and reading. Sayeed said that each language has its own community. Ghazals can be understood better by those who knew Urdu and those who don’t will have to look sideways clueless. He said, “Ghazals have some particular vocabulary and usage that need to be deciphered properly if a person wants to understand the correct meaning.” 

He said that during the six months course, the students are taught to learn the simple phrases, words and basic structure of the language. He explains, “The syllabus of this course is based on three components that are Pronunciation, Communication Skills and Vocabulary of Ghazals. We have conventional things in Ghazals that need to be deciphered.”

Boon For Coaching Academies

Mohammed Younus 
Hyderabad : Jumping at the opportunity being offered in the form of change of syllabus for Group-I and Group-II exams, coaching centers are minting money from job aspirants by offering their ‘own syllabus’ for the prestigious exams, though the government is yet to take a call on the issue. Taking advantage of vague announcements by the government and TSPSC members, the coaching centre have started preparing material for the ‘changed’ syllabus and are selling them at exorbitant prices.

Soon after the government announced that the syllabus would be changed, some of the academies imparting training for competitive examinations started promising that they would circulate study material on Telangana History, culture, art, architecture and literature, gleaned from local history books and as suggested by experts. Actually the changes announced by the government in syllabus are not big as only the Cultural History of the State would be incorporated in it. However, coaching academies are promising students material with substantial changes in syllabus. 

A student, K Venkat Yadav, who has been preparing for the Groups examination, said that he had paid Rs 5,000 for the material promised to be provided by the academy where he is being tutored. He said that at least hundred students had paid money for the material. TSPSC has constituted a committee, headed by Prof G Haragopal, to design the basic structure of the new syllabus. However, the commission has clearly stated that there would be not much change in the syllabus.

When TSPSC chairman Ghanta Chakrapani announced the decision relating to change in syllabus, he had specifically advised the students not to fall prey to the tactics of coaching academies. He said that the changes would be only in respect of material carrying only a few marks and would be announced by the commission itself soon. He said, “We would not allow any coaching academy to exploit the situation by predicting syllabus.”

Despite this warning, many academies have already started luring students and aspirants with their own syllabus. Students who have been waiting for the notifications have become scapegoats for the coaching centers. A major worry for the students now is the time that would be taken by the commission to release the notification.

Choice Based Education, Challenges Ahead

Mohammed Younus

 Even as the central government has asked all the universities to follow and implement the Choice Based Credit System (CBCS), educationists from different varsities say that until a composite framework is not prepared it cannot be implemented properly. After the UGC issued directives asking varsities to adopt grading system, challenges in the implementation of this scheme has become a matter of debate among academics.

Though they welcomed the Ministry of Human Resource Development’s move, they also stressed on the need to evolve a comprehensive framework to deal with it. Political Science Professor at University of Hyderabad Prof K C Suri said that the education system in India was not tuned to this flexible system, but changes have to come. He said that it would give a lot of freedom for the students to learn from their topics of interests from the pool of choices.

Aims of CBCS
-To provide flexible education system
-To develop multiple skills among students
-To provide multiple exposure to the students
-To increase employability
-Questions and Challenges
-Universities and higher education not in tune with such a flexible education
-No clarity on the future of amalgamated degree courses
-Lack of proper training to the teachers
-Lack of proper mechanism to implement
the scheme
-Needs a complete overhaul of the higher education system

He said, “It’s a welcome decision but for its best implementation teachers must be prepared in such a way that it gives good results. This system cannot be imposed by administrative authority.” He said that with this kind of education a student would acquire a varied knowledge of different subjects besides core subject. The credit transfer system was, according to the experts who designed it, intended to develop skills among the students. However at UG level it would be a new experiment as such.

So far it has been implemented in few universities at PG level with great difficulty, but implementing it at the UG level would be a challenge for the varsities. Osmania University Faculty of Commerce Dean Prof Mohammed Akbar Ali Khan said that there was a need for a well-designed mechanism to properly suit the needs of students in this system. He agreed that there have been problems in the implementation of such a program in OU at PG level and that the approach was having several deficiencies.

He said that for the CBCS to be implemented with accuracy, the system of schools should be adopted rather than department system. “The school system would facilitate the affairs of students and help academics to run it smoothly, rather than the existing administrative set up of departments,” he opined. He said that in European universities, the CBCS was successful for the fact that they practiced the school system. Academics also believe that the choice based education system would help students of higher education to develop skills, but it needed lot of training for the teachers to successfully implement it.

Choice Based Education Now

Mohammed Younus
Students of higher education institutions of the State can now pursue different courses simultaneously and carry credits to another institution. Though this system is already being implemented in certain courses at post-graduate level in some universities, the Centre wants it to be extended at undergraduate level from next academic year.

Human Resource Ministry had recently announced that the higher education will be made flexible with the implementation of Choice-Based Credit System (CBCS) across all the universities in the country. To this end, the Centre had asked States to implement the scheme from next academic year. It also asked the education ministers of all States to constitute committees to study the challenges and hurdles in the implementation.

This system will allow a student of under graduation to attend one more or extra course of his/her choice apart from that s/he is engaged in. This is a student-friendly measure that allows greater flexibility and helps them to earn credits from the extra course which can be transferred if they move to another institution. In the present conventional system, both marks and grades are used. The effectiveness of the same scheme at PG level, however, has not been assessed yet it is implemented in some State universities of Telangana, including Osmania University.

Moving ahead with the scheme, the Centre wants the same to be followed in the UG programmes. In this case, a student of Science can now choose a certain subject of his/her choice from any other stream. Telangana Higher Education Council chairman T Papi Reddy said that the intention of this scheme was to enhance the multi-faceted learning among students at higher levels. He said that this would give students the exposure of various topics during the course time.

He said, “This is already being implemented in some universities and after thorough assessment a framework would be formed for implementing it in all the universities in the State.” State Education Minister G Jagadish Reddy also conducted a meeting with experts and higher education council officials recently. He said that the Centre’s move was intended to strengthen the higher education in the country with flexible methods.

Salient points
- Student can select a wide range of subjects apart from basic course offered by university.
- Facilitates inter-disciplinary approach.
- Credits obtained by students are movable from one university to other.
- Credit is a kind of weightage given to the hours of learning in the prescribed syllabus, which is in a segmented form. Normally one credit is allocated to 15 hours of learning. 
- In each of the courses, credits will be assigned on the basis of the number of lectures/tutorials/laboratory work and other forms of learning required for completing the course contents in maximum 18 week schedule.