NCERT responds as ‘embarrassed’ Yogendra Yadav and Suhas Palshikar ask academic body to drop their name as advisors

Chief advisors ask NCERT to drop their names, say embarrassed with textbook

 

Two prominent political scientists, **Suhas Palshikar** and **Yogendra Yadav**, have asked the **National Council of Educational Research and Training (NCERT)** to drop their names as chief advisors from all political science textbooks, saying they are embarrassed to be associated with the books in their current form.

What is the controversy?

Palshikar and Yadav were part of the textbook development committees that prepared the political science books for classes 9 to 12 in 2006-07, based on the National Curriculum Framework 2005. These books were widely praised for their innovative and critical approach to the subject.

However, in 2023, NCERT undertook a rationalisation exercise to reduce the syllabus by 30% due to the Covid-19 pandemic. This resulted in several topics and portions being dropped or modified from the textbooks, without consulting the original authors or advisors.

Palshikar and Yadav wrote a letter to NCERT director DS Saklani on June 10, expressing their dismay and dissatisfaction with the changes. They said that the rationalisation exercise had "mutilated" the books beyond recognition and compromised their academic quality and integrity.

They cited several examples of irrational cuts and large deletions, such as:

- The removal of references to the Khalistan movement and the anti-Sikh riots of 1984 from the class 12 political science textbook.

- The omission of important concepts such as secularism, federalism, citizenship, social movements, human rights, democracy and diversity from various chapters across classes.

- The deletion of entire chapters on gender, caste, religion and popular struggles from the class 10 political science textbook.

- The reduction of historical and contemporary examples that illustrated the theoretical concepts and enriched the learning experience.

They argued that these changes had distorted the pedagogic vision and objectives of the textbooks and reduced them to "a set of disjointed facts". They also said that they felt "embarrassed to be associated with these textbooks" and requested NCERT to drop their names as chief advisors from all political science textbooks.

How did NCERT respond?

NCERT issued a public statement on June 10, rejecting the request of Palshikar and Yadav. It asserted its right to modify the textbooks based on its copyright ownership and stated that the "withdrawal of association by any one member is out of the question", given that the textbooks are the product of a collective effort.

It also clarified that the textbook development committees ceased to exist once the books were published and that all members had agreed to this arrangement in writing. It said that the rationalisation exercise was done in consultation with various stakeholders, including subject experts, teachers and state governments.

It defended the changes as necessary to reduce the burden on students and teachers during the pandemic and claimed that they did not affect the core content or learning outcomes of the textbooks. It also said that it continues to print the names of all advisors and members of the committee in all textbooks as a mark of respect and acknowledgement.

What are the implications?

The controversy has raised several questions about the role and autonomy of NCERT as an apex resource organisation for school education in India. It has also highlighted the challenges of developing and updating textbooks that reflect diverse perspectives and meet academic standards.

Some experts have criticised NCERT for ignoring the inputs of the original authors and advisors and making arbitrary changes without proper justification or transparency. They have also expressed concern about the impact of these changes on students' understanding of political science and their ability to think critically and independently.

Others have supported NCERT's decision to rationalise the syllabus and adapt to the changing needs and circumstances of students and teachers. They have also argued that textbooks are not sacrosanct or immutable documents and that they need to be revised periodically to incorporate new knowledge and feedback.

The controversy has also sparked a debate on whether NCERT should have a monopoly over textbook development or whether there should be more diversity and competition in this field. Some have suggested that NCERT should focus on developing curriculum frameworks and guidelines rather than model textbooks. Others have advocated for more involvement of state governments, private publishers, civil society organisations and independent experts in textbook development.

The controversy is likely to continue as both sides have strong views and arguments. It remains to be seen how NCERT will address the concerns raised by Palshikar and Yadav and whether it will reconsider its changes or stick to its stance. It also remains to be seen how the students and teachers will respond to the new textbooks and whether they will find them engaging and informative or dull and confusing.

How are textbooks developed?

Textbooks are an important source of knowledge and learning for students. They are also a reflection of the society's values and aspirations. Therefore, the process of textbook development is a crucial and complex one, involving various steps and stakeholders.

According to NCERT, the apex body for school education in India, the process of textbook development involves the following steps:

- Preparation of a curriculum framework that outlines the vision, aims, objectives, and guiding principles of education.

- Development of syllabi for different subjects and stages based on the curriculum framework.

- Formation of textbook development committees comprising experts, teachers, and representatives from NCERT, state governments, and other institutions.

- Writing of draft textbooks by the committee members based on the syllabi and feedback from various sources.

- Review and revision of draft textbooks by subject experts, teachers, students, and other stakeholders.

- Publication and distribution of final textbooks by NCERT or state governments.

However, this process is not always smooth or transparent. There are often challenges and controversies at various stages, such as:

- The formulation of the curriculum framework and syllabi may be influenced by political ideologies or vested interests.

- The selection of textbook development committee members may not be fair or representative of diverse views and backgrounds.

- The writing of draft textbooks may not follow academic standards or pedagogic principles. It may also be biased or insensitive towards certain groups or issues.

- The review and revision of draft textbooks may not be comprehensive or participatory. It may also be subject to censorship or manipulation by authorities.

- The publication and distribution of final textbooks may face delays or shortages due to logistical or financial constraints.

These challenges and controversies affect the quality and credibility of textbooks. They also affect the rights and interests of students, teachers, parents, and society at large. Therefore, there is a need for more accountability and transparency in the textbook development process. There is also a need for more dialogue and collaboration among various stakeholders to ensure that textbooks are relevant, accurate, inclusive, and engaging.

What are some alternative models of development?

The conventional model of development, based on economic growth and market-driven policies, has been widely criticised for its negative impacts on the environment, society, and culture. Many scholars, activists, and communities have proposed and practiced alternative models of development that challenge this dominant paradigm and offer more holistic and sustainable visions for the future.

Some of the alternative models of development are:

- Human Development: This model focuses on enhancing the capabilities and freedoms of people to lead lives they value. It goes beyond income and GDP to measure development in terms of human well-being, such as health, education, gender equality, and democracy. The Human Development Index (HDI) is a composite indicator that ranks countries based on their achievements in these dimensions.

- Ecological Development: This model emphasises the interdependence of human and natural systems and the need to respect the ecological limits of the planet. It advocates for low-carbon, resource-efficient, and socially inclusive development that balances the needs of present and future generations. The Ecological Footprint (EF) is a measure that compares the human demand on nature with the nature's capacity to regenerate.

- Participatory Development: This model stresses the importance of involving local communities and marginalised groups in the planning, implementation, and evaluation of development projects. It aims to empower people to have a voice and a choice in their own development and to ensure that their needs, interests, and values are respected. Participatory Rural Appraisal (PRA) is a method that uses various tools and techniques to facilitate community participation in development.

- Indigenous Development: This model draws on the knowledge, wisdom, and values of indigenous peoples and cultures to guide development. It recognises the diversity and specificity of indigenous worldviews and ways of life and seeks to protect their rights, identities, and resources. It also promotes intercultural dialogue and cooperation among different actors and stakeholders in development. The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) is a landmark document that affirms the rights of indigenous peoples to self-determination, land, culture, and development.

What are the challenges and opportunities of alternative development?

Alternative development models are not without their own challenges and opportunities. Some of the common issues that arise when pursuing alternative development are:

- The trade-offs and synergies between different dimensions of development, such as economic, social, and environmental. For example, how to balance the need for economic growth with the need for environmental protection and social justice? How to ensure that the benefits and costs of development are equitably distributed among different groups and regions?

- The complexity and uncertainty of development processes and outcomes, especially in the context of global and local changes, such as climate change, pandemics, migration, urbanisation, digitalisation, etc. For example, how to cope with the risks and opportunities posed by these changes? How to foster resilience and adaptation among individuals and communities?

- The diversity and specificity of development contexts and needs, requiring context-sensitive and participatory approaches that respect local cultures, values, and knowledge. For example, how to tailor development interventions to the local realities and aspirations of people? How to involve them in decision-making and implementation?

- The power dynamics and conflicts that shape development agendas and practices, often favouring dominant interests and actors over marginalised ones. For example, how to challenge the existing structures and systems that perpetuate inequality and injustice? How to promote dialogue and cooperation among different stakeholders with different perspectives and interests?

Despite these challenges, alternative development models also offer many opportunities for innovation, learning, and transformation. Some of the potential benefits of alternative development are:

- The promotion of human well-being and dignity, rather than mere material accumulation or consumption. For example, enhancing the capabilities and freedoms of people to lead lives they value, as well as their happiness and satisfaction.

- The protection and restoration of natural resources and ecosystems, rather than their depletion or degradation. For example, reducing the ecological footprint and enhancing the ecological resilience of human activities.

- The empowerment and inclusion of local communities and marginalised groups, rather than their exclusion or exploitation. For example, strengthening their voice and agency in development processes and outcomes.

- The creation and diffusion of sustainable technologies and innovations, rather than unsustainable ones. For example, developing low-carbon, resource-efficient, and socially inclusive solutions that address the needs and challenges of people and planet.

Conclusion

Development is a contested and evolving concept that reflects the aspirations and challenges of human societies. There is no one-size-fits-all model of development that can suit all contexts and needs. Rather, there are multiple and alternative models of development that offer different visions and pathways for the future.

Alternative models of development challenge the conventional model of development that prioritises economic growth and market-driven policies. They propose more holistic and sustainable approaches that balance the economic, social, and environmental dimensions of development. They also emphasise the importance of human well-being, ecological integrity, participatory democracy, and social justice.

Alternative models of development face many challenges and opportunities in their implementation and impact. They require a critical and creative engagement with the trade-offs and synergies, the complexity and uncertainty, the diversity and specificity, and the power dynamics and conflicts that shape development processes and outcomes. They also offer many benefits and potentials for innovation, learning, and transformation.

Alternative models of development are not utopian or idealistic. They are grounded in the realities and aspirations of people and communities across the world. They are also informed by the scientific evidence and ethical principles that call for a more sustainable and equitable development. They are thus relevant and necessary for achieving the Sustainable Development Goals and ensuring a better future for all.

Source: 

(1) Textbook Development Processes – Some Reflections and Learnings. https://apfstatic.s3.ap-south-1.amazonaws.com/s3fs-public/Learning%20Curve%20Issue1_1.pdf?m3K2f8yia_Z5b2MbA.xYykrFD5eVDYTy.

(2) Embarrassed to be associated with these textbooks: Suhas Palshikar, Yogendra Yadav ask NCERT to drop their names as advisors. https://www.msn.com/en-in/news/other/embarrassed-to-be-associated-with-these-textbooks-suhas-palshikar-yogendra-yadav-ask-ncert-to-drop-their-names-as-advisors/ar-AA1clrec.

(3) 'Embarrassed', Suhas Palshikar, Yogendra Yadav ask NCERT to drop their names as textbook advisors. https://www.nationalheraldindia.com/national/embarrassed-suhas-palshikar-yogendra-yadav-ask-ncert-to-drop-their-names-as-textbook-advisors.

(4) Cuts in textbooks arbitrary, drop our names, Palshikar, Yadav tell NCERT. https://www.rediff.com/news/report/embarrassed-to-be-ncert-chief-advisors-on-deletions/20230609.htm.

(5) Chapter 4 - Human Development - NCERT. https://ncert.nic.in/ncerts/l/kepy104.pdf.

(6) Development - NCERT. https://ncert.nic.in/textbook/pdf/keps110.pdf.