While the Samacheer Kalvi syllabus has reduced stress-levels, encouraged thinking among students and created equal learning opportunities, there are still concerns about whether it was equipping students for the competitive future and the quality of textbooks and the standard of syllabus.
These are the findings of a study on the ‘Impact and effectiveness of Samacheer Kalvi,’ conducted by the Don Bosco Centre for Education Research and Training and TalentEase, between April and May this year.
In 2012, the first batch of students appeared for the Class X board examination under the Samacheer Kalvi syllabus, which brought under one umbrella matriculation, State-board, Anglo-Indian and OSLC schools.
The study, which covered 106 students, 106 teachers, 109 parents and 23 school heads, tackled seven broad questions on the syllabus and its impact.
On whether Samacheer Kalvi was a better syllabus, all groups felt that the syllabus was better than the State Board, but 72 per cent parents, 46 per cent teachers and 57 per cent school heads preferred matriculation to Samacheer Kalvi.
However, the CBSE syllabus scored over Samacheer Kalvi across groups.
Asked whether it had delivered on parameters such as encouraging thinking, reducing student load, preparation for the future and competitive exams and providing equal opportunity for learning, 75 per cent students felt that it encouraged thinking, as opposed to only 58 per cent parents.
Close to 74 per cent students said it had reduced the load on them. Despite this, only 42 per cent students said it would help them face competitive examinations.
The study observed that while there was an attempt to make lessons interesting, students and teachers pointed to errors in textbooks. Though the syllabus was introduced with the right intentions, it could dramatically improve with better execution, the study said.
Rev. John Alexander SDB, rector and correspondent, Don Bosco Matriculation Higher Secondary School and Don Bosco School of Excellence, said the study covered schools in Tamil Nadu, including those in rural areas, and government-aided schools.
He noted that it was a good time to evaluate the syllabus, since it had been three years since it was implemented. “When we talk about equitable education and access, the question is not just about what they learn but also about how they are taught and the supportive learning environment provided,” he said, adding that syllabus was only one aspect.
