Does the CBSE have in the curriculum the time to be allocated by the teachers for subject portions to be covered in the class? Has the CBSE verified how far portions are left not covered or partially left out due to short of time? How many teaching hours are allocated for an academic portion in each subject, with break-ups, lesson-wise? Are we not loading students with data, treating them like computers, without focusing on improving and strengthening their minds for analysis? Is the CBSE getting feedback regarding time allocated by the faculty for the subjects? Does the CBSE have a chart flow of time management to be followed by schools? Have newly introduced subjects such as Economics and Computer Science been properly blended with previously followed subjects such as English, Language, Science, Social Studies, Maths? Does the CBSE try to find out if the faculty is running out of time to teach? Does the CBSE ask, through a questionnaire, faculty members if they can justify the time allocation on each subject? Do students really benefit by learning, and being evaluated for, Economics (of course, the basics) at the Class X level? Has the CBSE ever wondered if it is seeking to make students 'Jack of all and master of none'? Do not allow politics in what should be added in History or what should be deleted in History. Blend History (learning from the past), Economics (learning of the future), Computer (learning of today), and Science (to know human and human ideas) — all in the right proportion.

(Pradeep Chordia)

Your queries and suggestions are well taken. There is a split-up syllabus and apportioning of time for teaching different components/topics in the syllabus which is expected to be followed in schools.

The CBSE publishes Secondary School Curriculum and Senior School Curriculum every year.

Besides the syllabus and examination specifications of various subjects for Classes IX to XII, these documents also specify the split-up of syllabus with time allocated for each unit/lesson in terms of number of teaching periods. The CBSE keeps sending guidelines and instructions to its affiliated schools from time to time about proper curriculum organisation and efficient time management. Your suggestion for inter-disciplinary and cross-curricular learning is indeed welcome and the new NCERT Curriculum Framework 2005 has taken this into account by providing linkages between different components in Science and Social Science. Languages are already cross-curricular in nature and when teachers adopt appropriate techniques, they will make students sensitive to the inter-disciplinary nature of knowledge and skills. The CBSE's curricular innovations like Education in Life Skills, Mathematics Laboratory and greater weightage to hands-on experience are intended to, besides other things, promote learning across the curriculum. As for your reference to 'Jack of all and master of none', you should know that up to the secondary level our country follows general education and it is only from senior secondary level some specialisation is introduced on the basis of each learner's aptitude and interest. Nevertheless, every learner can aspire for expert learning at any level. Learning has no boundaries.