[ Ravindra Kumar Mishra ]
Recently, the Central Board of Secondary Education (CBSE) published the results for Classes 10 and 12 examinations. According to media reports, the Guwahati region scored an impressive 82.05 per centin Class 12 and 77.94 per cent in Class 10. Arunachal Pradesh, a state within this region, where government schools are affiliated with the CBSE, has been grappling with poor performance in these examinations.
In the 2022-’23 academic year, the pass percentage for Class 10 in Arunachal was a mere 39.72, while for Class 12, it was 61.18. The dismal performance of government schools in CBSE examinations has been a significant concern for the state government, prompting it to set a target of improving the results by at least 10 per cent.
However, the recent news reports indicate that the pass percentage in Arunachal has improved to 49.38 for Class 10 and 73.15 for Class 12, falling short of the 10 per cent target by a narrow margin of 0.34 per cent in Class 10. Despite this improvement, the state has slipped to the rankings that merit attention, suggesting that the strategies and efforts undertaken yielded less than the desired results in Class 10.
This outcome underscores the need for robust planning and implementation in the direction of transforming schools in Arunachal. The approaches that did not work in previous years should be reviewed, keeping the best interests of the students in mind. It is crucial to prioritise measures that can effectively improve the state’s rank and, consequently, the overall performance of the region and the nation.
Addressing the underperformance in the CBSE examinations requires a comprehensive and well-coordinated strategy that involves all stakeholders, including policymakers, educators, parents, and students. By adopting innovative approaches, enhancing educational infrastructure, and fostering anenvironment conducive to learning, Arunachal can pave the way for a significant turnaround in its educational outcomes.
Improving the performance of the students in the CBSE examinations, particularly in terms of higher-order thinking skills, competency, and knowledge application, requires a concerted effort at the state’s apex academic authority level, the State Council of Educational Research & Training (SCERT).
The SCERT plays a pivotal role in enhancing the capacity of teachers and stakeholders through various initiatives. Collaborating with the CBSE, NCERT, Navodaya Vidyalaya Samiti (NVS), Kendriya Vidyalaya Sangathan (KVS), and the Azim Premji Foundation, as well as experienced individuals, can be instrumental in preparing a resource pool, providing regular academic support, and conducting subject-wise training for teachers. Leveraging the expertise and resources of organisations like the NCERT, NVS, KVS, CBSE, APF, and experts can offer valuable insights into best practices and assessment methodologies. Their experience in transforming schools across the country can contribute to the development of comprehensivesubject-wise training programmes tailored to the specific needs of Arunachal’s educational ecosystem.
These collaborative efforts can equip teachers with the necessary skills and strategies to effectively prepare the students for the CBSE board examinations. By focusing on developing higher-order thinking skills, fostering competency-based learning, and emphasising the application of knowledge, teachers can better align their instructional practices with the examination requirements. Personal interactions should be preferred to online meetings and mere data collection.
By implementing these measures, the state can work towards transforming its schools and creating an environment conducive to academic excellence. As teachers’ capacities are enhanced and students receive targeted preparation, the likelihood of improved performance in the CBSE examinations increases significantly.
Consequently, the improved results in Arunachal would contribute to raising the overall score of the region, reflecting the collective efforts and dedication towards educational transformation. This collaborative approach, involving multiple stakeholders and leveraging external resources, can pave the way for a sustainable transformation in the state’s educational landscape. Above all, it will putcheers into the cheeks of students and parents. (The writer is former chief consultant of the then union HRD ministry. He may be contacted at rkmishrajee@gmail.com)
