subject: Disproportionate Standards versus Syllabus in College Curriculum [print this page] Whether it is a semester or yearly system of evaluation to the college students,the syllabus doesn't suit their standards.This is true of almost all the subjects.The underlying intention in increasing the standards is understandable,but not by the naive student brains.To illustrate this,English is taught as a language to the students of Intermediate,first and second year UG courses.Hence 60%of the syllabus is Grammar and only 40%is answering the textual lessons.Students here have poor standards in the former area of study due to their schooling background.Time to cover the syllabus is limited.Therefore it is not possible to complete the same if the teacher goes to teach from the grass root level.Certain minimum aspects are to be taken for granted while teaching.Unfortunately,students do not even know basic things like the ovals,consonants,parts of speech or articles.Also more of functional English than sentence- building makes a student to shrink away from talking in English in the public because of a lack of confidence.
The learned framers of the syllabus are from the universities and have no knowledge of the standards the students at Intermediate and UG classes possess.The text they have edited may be a good one to be enjoyed by the lecturers but the very purpose of providing education to the student community will be lost if it can not cater to the learning needs of the students.To evaluate students and award threshold marks to them and promoting them is either a compromise or at the cost of the precious subject.
Another danger of such disproportionate syllabi is that the student may develop a negative tendency towards the subject.Unless this mode of fixing the syllabus is changed,justice cannot be done to the student community nor satisfaction in teaching be extended to the teaching faculty.It is high time to look into this issue and redress it.
Disproportionate Standards versus Syllabus in College Curriculum
