Government’s abrupt curriculum changes ignite fears and frustrations

O R ShallamMarch 10, 2024

In a surprising move that has left both educators and parents in disarray, the government has recently decided to introduce additional grammar subjects in school education vide letter No: MBOSE/AW/RNT/170/18/20900 Dated Tura, the 8^th March, 2024, impacting students from Class 5 to Class 10. What has stirred discontent and skepticism among the public is not just the content of the curriculum change but the timing of its implementation.

Nearly one month into the academic year, the state’s education system finds itself grappling with unforeseen challenges. The government’s decision to revamp the subjects of Mathematics, Science and English has led to a cascade of issues, with a significant number of students still awaiting the arrival of the newly prescribed textbooks. This delay, attributed to a constrained supply chain in the market, has thrown a wrench into the smooth functioning of schools and has raised serious questions about the feasibility and flexibility of the new change The abrupt alteration of subjects has created an atmosphere of uncertainty, as educators and students alike find themselves unprepared for the sudden shift. The shortage of textbooks, a consequence of the rushed implementation, has left many in the lurch, unable to access essential learning materials. One must question the prudence of such a move, especially when considering the adverse impact on the quality of education in the state.

The pressing concern now revolves around the government’s commitment to providing a seamless transition for students and educators. Has the new policy been introduced with a thorough understanding of the challenges it presents, or has it been rushed through without due diligence? The shortage of textbooks points towards a lack of careful planning and coordination, leaving many to wonder whether this decision was made in the best interest of improving the state’s education system or if it was merely a business-oriented manoeuvre cloaked in the guise of governance. These abrupt actions and changes cause doubt and confusion over hidden agendas the concern authority may have in sleeve. 

The government’s responsibility should extend beyond mere policy implementation; it should encompass a commitment to the well-being of its citizens, especially when it comes to the fundamental right to education. As the state grapples with the aftermath of these hasty decisions, it becomes imperative for the authorities to address the concerns raised by the public, ensuring that the pursuit of quality education is not compromised in the name of expediency or profit.