A Professor of Economics and a capable educational administrator Dr Satyakam Mishra was born, brought up and educated at Cuttack. As a Registrar of the Ravenshaw University, as a Professor of Economics at GM College, Sambalpur, as a President of the Board of Secondary Education, Odisha, Cuttack, a Director of State Council of Educational Research and Training, Odisha, and as a Director of Higher Education, Odisha, he is looked upon as an authority who has formed opinions on the microscopic and macroscopic realms of education. Prior to his superannuation in July 2017, he had served the Odisha Public Service Commission (OPSC) initially as a Member and later as its Chairman for one year. Besides being an academician, he is a researcher of repute and has successfully guided five PhD scholars in Economics and Business Management. In an interview to The Pioneer, Dr Mishra spoke to Sugyan Choudhury on wide ranging subjects relating to education at his residence at Cuttack.
Why people are sometimes seen decrying the BSE, Odisha’s syllabus as an outdated model in comparison to the CBSEIJ
Those people perhaps do not know that the BSE, Odisha has prepared its syllabus in conformity with the guidelines of the national curriculum framework, 2005 prepared by the NCERT. The BSE has adopted the syllabus of the CBSE in all non-language subjects. The course contents are almost the same in cases of Mathematics and Science. The BSE course provides for teaching in a third language as against the two languages taught in the CBSE course. English is compulsory for all; so also Mathematics. While preparing the text books, the NCERT pattern has been adopted by the BSE. Those who are criticising the BSE’s syllabus should go for a comparison between the two syllabi and give their specific discipline-wise suggestions to the BSE for updating its syllabus. I think the BSE syllabus is a standard one, but it can be improved upon by making its partially vocational, i.e., by incorporating some vocational subjects. In fact, in recent years, they have introduced a computer paper in place of third language which is optional, but it is not sufficient. In the recent past, a certificate course in computer application was introduced by the BSE for Classes-IX and X syllabi, but it has been discontinued by the learned BSE authorities. The course was simultaneously pursued along with Matric course in the self-financing mode. Certificates were awarded to students successfully completing the course. It is definitely a step backward in the context I wrote a letter to the Secretary, Department of School and Mass Education, on which no action has been taken.
What steps have successive Governments taken to introduce a uniform syllabus in our countryIJ
Education under the Indian Constitution until 1976 was a State subjects. In 1976, the Constitution was amended to include education in the Concurrent list. For the first time, since 1986, the country has a uniform national policy on education. The NPE (1986) recommended a common core component in the school curriculum throughout the country. The policy also entrusted the NCERT with a responsibility of developing a National Curriculum Framework (NCF) and reviewing the framework at frequent intervals. The council brought out the first NCF in 1988. It aimed at making school education comparable across the country in qualitative terms without compromising on the country’s pluralistic character. The NCF 1988 was reviewed in 2000 and a revised NCF was issued in 2005. Attempts are being made at the Centre to formulate a new education policy, after which the NCF 2005 is likely to be revisited.
Introducing a uniform syllabus across the country in both school and college education may not be feasible practically. Different national school boards like CBSE, ICSE, etc., have a uniform syllabus for their schools throughout the country. But their courses of study are not uniform. The UGC has also framed a model syllabus in all disciplines. But the universities enjoy autonomy in respect of framing of syllabus. Therefore, an uniformity in the university syllabi is not also seen across the country.
Why many lecturers continue at colleges in Bhubaneswar without being transferred for 15 and 20 years at a stretchIJ
This has become possible because of the fact that the Higher Education Department does not have a transfer policy.
Is the SCERT imparting state-of-the-art training to the teachers entrusted with educating the students reading in the State-run schoolsIJ
The SCERT is expected to impact two types of training, pre-service and in-service. So far as pre-service training is concerned, all the teacher training institutions of the State are running without adequate teaching staffs. Many of them are not in a position to satisfy the criteria laid down by the National Council for Teacher Education, which is the regulating authority of teacher education. In-service teacher training is expected to be given to enrich content knowledge of teachers, to enhance their administrative quality and to acquaint them with current plans and policies of education. In addition to the SCERT, two other organisations, the Odisha Madhyamik Shiksha Mission (OMSA) and the OPEPA, are also in charge of in-service teacher training. There is no coordination among these three organisations. The SCERT does not have adequate fund to arrange training programmes. For all practical purposes, the in-service training of teachers has been withdrawn from the SCERT and entrusted to OMSA and OPEPA.
Is the OPSC well-equipped to render its services competentlyIJ
The OPSC is a Constitutional body and enjoys full autonomy in the matters of recruitment to all Class-II and above posts of the State Government. The infrastructure and human resources of the OPSC are adequate to provide competent service. However, the quality of service largely hinges on the competency and vision of the Chairman. The quality of examinations, evaluation and interview can be enhanced by outsourcing the services of experts in different fields. The process of recruitment can be expedited by employing modern techniques. Therefore, everything depends upon the involvement and sincerity of the Chairman. This is my personal experience.
Why are the Model Schools of Odisha not affiliated to the BSEIJ
Because they do not think that the BSE is a model board. Perhaps, they went elsewhere to achieve excellence.
So far as quality improvement is concerned, what are the major challenges before the GovernmentIJ
The major concern is the quality of teaching imparted in the State-run schools. The present recruitment policy needs to be changed to attract meritorious people to teaching. The salary and other service conditions are not commensurate with the duties and responsibilities assigned to them. The requirement of teacher training for appointment should be dispensed with. The teachers selected through competitive examinations may be sent for training after appointment. This will enlarge the scope of competitions for teaching job and will not be restricted only to BEd graduates. Good governance is very much necessary to create proper environment for teaching and learning.
What prompted the Government to employ bureaucrats in places of educational administrators/ProfessorsIJ
Perhaps, the Government thinks that they are more efficient than teachers and they can reconcile with all situations.