Compulsory attendance pays
M. SUBBIAH
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Self-learning modules and internet searching can supplement but not replace classroom learning
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TECHNICAL EDUCATION in our country has grown tremendously in the last two decades in tune with the advancements in science and technology. In this context, one important issue concerning the students' attendance raised in the article "Paradigms in engineering education" (Open Page, January 7) requires careful consideration.
The author looks at this issue only from one angle, that compulsory attendance becomes an obstacle for the students in pursuing other co-curricular and extra-curricular activities.
It is true that each individual has his own academic abilities and interests. Creativity and talent should be encouraged. This, however, does not lead to the conclusion that students may be given the option of staying away from the scheduled class work. The academic council of a university, consisting of experienced professors, renowned alumni and industrial experts, frames the curriculum and syllabi for the various courses, considering the subject knowledge a student should necessarily acquire for earning a basic degree in a specified branch of engineering.
So it is only logical that the students should attend all the stipulated theory and laboratory classes, except on a few days when they need to go out for taking part in outside co-curricular and extra curricular activities or are unable to attend classes on medical grounds.
To cater to the interest of different groups of students, more choice can be given in the selection of elective courses in the third and final years of the four-year programme. Even though manuals are available for laboratory courses, writing records cannot be considered unimportant. It is an exercise in preparing a clear documentation of the procedures involved in the tests, precautions in handling sophisticated equipment and machinery, observations, calculations and the inferences.
Insisting on attendance is not merely for listening to routine lessons. The teachers with their experience, vast reading, research qualifications and an innate urge to interact and motivate the students, can lucidly explain some of the abstract concepts, develop the subject matter sequentially, initiate thought provoking discussions and give challenging assignments.
I fully agree that teachers should not spend the whole period in dictating notes, however important the content may be. It will make the class monotonous and students will naturally get disinterested in the subject. If the study material is not readily available in textbooks suitable to the level of the undergraduate students, the teacher may prepare and supply lecture notes for such portions.
Anna University has introduced a course on professional ethics and human values in the B.E. programme. President A.P.J. Abdul Kalam has emphasised that the engineering colleges should conduct moral science classes to tell the students how great human beings succeeded in life. Then where is the question of optional attendance?
At a young age, the students should be trained for hard work and systematic learning. They should be able to attend classes and still find time for other useful activities of their choice. Self-learning modules and internet searching can certainly supplement but cannot replace classroom learning.
There is certainly an indefinable excitement in listening to the delivery by distinguished teachers, which can inculcate the much needed virtues, mould the personality of the students and make them responsible citizens. Pursuit of knowledge and adherence to discipline always go together.
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