The JEE conundrum revisited: a time for course correction
نویسنده
چکیده
The current status of the problems and challenges facing the system of admission to the undergraduate programmes in centrally funded science and technology institutions is discussed with respect to the reforms that this system was subjected to in 2012–2013, and the suggestions contained in the recent report of the ‘Committee of Eminent Persons’ (CEP). The consequences of the changes that were implemented are assessed especially in the context of an earlier, detailed article. In 2010, the Kapil Sibal-led Ministry of Human Resource Development (MHRD), Government of India (GoI) attempted to ‘reform’ the Joint Entrance Examination (JEE) system which is the gateway to the ‘prestigious’ Indian Institutes of Technology (IITs), and some other top tier institutions, for their undergraduate programmes. The proposed changes involved the ‘imposition’ of a single, country-wide entrance examination for admission to all undergraduate programmes and the inclusion of marks obtained in the board examinations of class 12, into the student ranking criteria used for making admission merit lists. The ostensible reasons for these reforms were a reduction in stress that students feel in appearing for multiple admission tests, and also that giving importance to board examinations would lead to a suppression of the pernicious hold that coaching classes have over the entrance examinations, because classes in schools would now become important. While proposing these changes there was all sorts of political posturing as to how the new admission scheme would help students from rural areas, poorer socio-economic backgrounds and girl students because they could not afford costly coaching. In the debates that arose around these proposals, it was pointed out that the logic relating to cause and effect in these propositions was flawed because of many reasons: there were no ground data to support the claim that students wanted fewer examinations or that stress was due to the number of examinations, and not because of the absolute scarcity of seats. There was a remarkable inability to observe by the proponents of these reforms, that inclusion of board examination marks would not lessen the influence of coaching classes but do the opposite by extending the coaching to school material as well. These issues were analysed in great detail in 2012 (ref. 2).
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