 Hello. I welcome you all once again to my channel Explore Education. I'm Dr. Rashmi Singh, Assistant Professor, Department of Education at the Skanna Girls Tuttey College, University of Allahabad. This is my email ID. This is and the lecture will be in bilingual mode and nowadays we are discussing topics under primary education. And learning burden is a very interesting topic under the main heading of primary education. Learning burden that is problem of curriculum load. And the lecture will be will be useful for various competitive examinations as well as for your regular and professional BA, BA, MA and BA Domet courses. Okay, so let's start. Learning burden. Adhikam boj. When we don't know this topic, we feel that we clearly don't understand boj adhikam ka hai, ki boj baste ka hai, ki boj baste ka man par hai, kaha se ye boj hai. So, it's a very interesting topic. Learning burden. The face or problem kis ka hai? Curriculum load ka problem hai. Jo humne patthikram ka boj baste ko par dal diya hai. Waha se ye learning burden hai. The face, curriculum load suggests that some imbalance or incongruity between our capacity to enact or activate a curriculum which itself is perceived as overloaded. Matlab ye batata hai ki kuch to kuch asangati visangati hai, kuch to dikkat hai ki hum jo patthikram pahati hai, aur jo patthikram pahaya jaana chahiye uski beesh me kuch imbalance ya incongruity hai, jissi ki ye curriculum load utpan hota hai. The situation of overload has become worse over the years with preschoolers carrying bag of books and notebooks etc. So, they are saying that this situation, the situation of overload hai, ye aur pekar ho jaati hai tab, tchote-chote bachhe, pre-school ke bachhe apna bag, books, notebooks lejate hai early age te. Laser has become a highly scarce commodity in Thile's life. Beach in the urban or rural setup. They are saying chahiye, chahiye, sheher mein parne wala bachha ho, yeh gaw mein parne wala bachcha ho, utke liye laser jaya kaim khali same, a scarce commodity. Matlab uske liye bohat mushkil se plavd hota hai. The Thile's innate nature and capacities have no opportunity to find expression. Bachhe ka jo anjan majaat uski krtiha hai, jo uski prakriti hai, jo uski avishya capacities, matlab uski shamata hai. Unko koi avasar nahi milta ki wo apne aapko abhi bhyakta kar pahayi. Pairing the syllabus has become an Indian itself. Bachhe koi avasar nahi milta ki wo abhi bhyakta kar pahayi. Bachhe koi avasar nahi milta ki wo abhi bhyakta kar pahayi. Bachhe koi avasar nahi milta ki wo abhi bhyakta kar pahayi. Both, akham karikulam and syllabus ka antar pehle patchuk hain. Both the teacher and the child have lost the sense of joy involved in the education process. Kaya rahe chahi wo shikha koi ya shishi ho, donohi jo education process, rishikshah ki prakritiya mein, involve hoti ye jo khushi, jo sense of joy hota, usko khot chuka hai kahin. Teaching and learning have both become a core for most of the children. Bohot se bachon ke liye, shikshan adhigam seer paar seer phaam hai. See, householder core hota hai, ussaree ke seer. Despite official stipulations that no textbooks be used at an early age, most of the preschool teachers and parents in the urban centers are feeling compelled to burden the young child. Boh kaha rahe hai ki, iske baav ujuk ki bohat saari aasi official, matla soochin aayi adihoshraayi hui hai ki, koi textbook bohat chote age we bacha nahi le chayega. Iske baav ujur, bohat saare preschool ke teachers, aur even parents. Yhe compelled, matla, mekul atta hai ki yeh majbuni hai ki, humko yeh burden bachche ko dey nahi hai. Shik hai. Adh kaha. Ujur learning burden ka concept hai to aisa nahi. Bohot saare commissions aur committees nez baat ko socha ki learning burden hai, kya hai. Toh bohot saara Ishwar bhai Patel committee jo 1970 me aai, ek 1984 me NCRT ki ka focus aaya tha aisi par learning burden pe. Kari ke baad, Yashpal committee bani thi, aur usko ye, aam diya gaya usko ye kaha gaya. Kya kaha gaya? Advise on the ways and needs. Ki aap humko advise ki jie, boh raste bataye, boh tariki bataye, to reduce the load on school students. Ki jo Vidyalai bati hain, jo school jane wale students hain, unka load hum kaisse kum kar sakhe, at all levels. Sabhi ish taro pe, particular li di young students. Khas toh se chote bach chokha, aur sabhi ish taro pe, humko unka load kum kar nahi hai, uski ri humko tariki aur marg sujhaye. Wahil, ki sath saath humko aur kya kar nahi hai, improving quality of learning, including capability for lifelong self-learning and skill-formulating hai. Ike sath saath humko adhigam ki gunbatta mein sudhar kar nahi hai, lifelong self-learning capability include kar nahi hai aur skill-formulating hai. Toh ye, mudde ke saath, hiyashpal ji ish ke chairmen thi, ish committee ki aur inko ye report kaha gaya, ki aap apni submit ki jie, to 15 July 2017 Ranbe ko, ye report submit hoti, aur ish ka tag hai, learning without burden. Yani, boj rahit adhigam. Okay. Toh bohot ish ne, chadi ki bohot saare schools, principals, vidwan, lo, even bachhose, parents, inno ne baat cheeti. Toh bohot inno ne causes bataya hai, ki kyu ish tarike se hota hai, actual kya situation ye bataya, fir bataya ish ke karan kya hai, aur fir inno ne sudhar ke sujhav bidi hai. Toh ye poora, jo ye lecture hai, aaj ka boh yashpal committee pra hi besht rahi ka. Toh yashpal committee, aaj ka bhi aap ko patao nahi chahi, aur weise bhi ye nahi, jo jinka education se lehna dee raha, unke liye bhiye ki interesting report hai. Okay. Toh toda sa lendi hai, ye bohot saari slices mein, ke main poori yashpal committee ki report ko ish mein, kabar kiya hai. Aur committee was concerned with one major flaw for our system of education. Yashpal committee me likha gaya hai, ki hamari jo committee hai, aur committee was concerned with one major flaw. Matlab unko ye nikal kya aaya, ki ye major flaw ko system of education hoon samaj main hai. Kansa? This flaw can be identified briefly by saying that a lot is taught, but little is learnt and understood. O kare hain, ki bohot kuch sikhaya jaata hai. Lekin bohot toh doda bacha sikhta hai, aur samashto hai. Samashto hai, bohot toh doda sa, hum padhate boh jaata hai. Toh yahaan se shru gata hai. Bohot saari headings ke tahit, ino ne actual situation ko resource ki hain, usm se pehle, noon bata hai, joyless learning. Ino ne gaha, jo kuch bhi sikhaya jaara hai, kakya kaksho mein, kahin bhi koi joy ki feeling bacha ko nahi aati. Koi khushi ki baat nahi. Bearing those studying in reputed or exceptional institutions, the majority of our school-going children are made from you learning at school as a boring, even unpleasant and bitter experience. O kare, muskil se kuch bohot reputed institution honge, kuch exceptional institution honge, jinn mein aasa nahi hoga. Lekin, majority, bata bohot adhikan ch hain schoon-going children hai, un ke liye learning kya hai, ek boring, ek sukhad, ek, madhab, dukhad, aur ek kathor anubhav huta hai. Kattu anubhav huta hai. They are clearly socialized to look upon education as main, yeh process of preparing for examinations. Wo kare hain ki, humne apne education system ko issa bahana rakh hai, ki education system lakta hai ki, education is only for sehf kya hai, preparation for examination. Yeh nahi ki, hum sehf for sehf, parichhaon ki tayari karatein, kakshonin. No other motivation seems to have any legitimacy aur koi motivation bata ke pahas nahi huta hai. Inonne, duhsa point liya, examination system. Humne, bhaan ko pata hai ki, university education commision se baat chal rahe ki examination system, humne, education system ka bilkul garbah hai. Much has been written by various official committees on the ills of our examination system. Kare hain ki, parikhshah pranali ki bhur aayon par bohot se commissions committees, ne bohot kuch likha hai already. The major well understood examination system is that, it focuses on children's ability to reproduce information to the exclusion of the ability to apply concepts and information on unfamiliar new problems or simply to think. Boh kare hain ki, major jo dikkat humare examination system hai, boh ye hai, ki fokus karta hai ki sehf dobalak hai, jo vedyaati hai, boh reproduce ka information. Yani ki, humne information kahaise seek hi hai, usko humne memorize ki aur humko examination aur hum kya kya nahi karte hain koi unse concepts par koi unki ability nahi chek karte hain ki wo kaise apne concepts ko aya jo nune seek hain usko apply kar sakte hain unfamiliar situation mein information kaise apply ki ja sakti hain new problems or simply to think. Matlab hum sochne ka opportunity nahi rete examinations. Sochna nahi hain kef apne jo yag kya usko memorizing information and they need to prepare for it in the only manner that seems practical. Namely by memorizing a whole lot of information from the text books and the guide books. Oke rahe hain ki shikshak hain boh bhi jo abhi bhabak hain boh bhi sirfo sirfo hum pachik ko kya karte hain reinforce karte hain ki exam ane wala exam ane wala yani ki pariksha ka bhai unki man mein jagrit karte hain aur wo sirf text book aur guide book mein jo bohot aab iss ko iss tath hi mein khus light mein dekhega ki learning kyu burden hain iss pe yashpal ji ki committee apne report submit kare hain fir text book as the truth wo kere hain ki sirfo sirf jo pathe posthak hain bahi sate hain aaj ke examination matlab ki jo humara education system chal raha hain the pervezive effects of the examination system can be seen in this style and content of textbooks ki jo text book ki rachna hui hain wo sirfo sirf bachy ko pariksha mein pass karaan e ke udesha se hui hain if facts or information constitute the main burden of an examination the same history of text books wo kere hain yagar examination system ki main dekhega ki wo sirf fact or information aab se purta hain children think and throw wo kere hain muskil se koi kita aap koi pathe posthak hain raki hain bachy ko sochne ke liye kuch khojne ke liye motivate kati balki hum sirfo sirfo sochna pathe bas distance between the child's everyday life paathe posthak ki vishay basthu hain humara rose marra ka jivan hain uski bheech ko distance hain uski ne aur baada hain aur humare matlab ek tarike se knowledge ko load make transform kar diya text books treat subjects in a manner that leads to alienation ki sansaas uska koi leena deena nahi hain fir language text books kisam kya dikkat hain we hardly need to assert that our text books are not written from the child's viewpoint kareng is baat main koi mana nahi kar sakta hain ki koi humari baath posthak bachy ke issaaf se nahi raki raki kut aur na jo usme text likhah gaya hain wo bachy ke sansaar se uska koi leena deena hain an artificial sophisticated style-dominant text books kain hain text book aise likhi deena bachy ke sansaar uska du ruta koi nata rishta ni hain bachy ke sabda wali uske koi sabda usme hain ek gyaan koi ye door kati hain the language used in text books thus depends the sense of burden attached to all school-related knowledge. To kaya hain jo bhi bhasha ustimal ki gaye text books wo bhi burden ko baath hain koi bachy ke sansaar se wo kahi uska du du ruta koi aise a high disturbing tendency we discovered in text writing which accelerates the problem we are discussing is that of treating pictures as substitutes for experience. We found text books asking children to observe a picture of the object study rather than asking children to observe the tree of its population then we create a picture of it then we substitute with pictures to discourage the observation of observations of observations of observations of Parthicharya, the topic that we have to read, there is no coherence in it. There is no overall coherence in it, there is no association in it, there is no association in it. Just weakness of organization apparently leads to memorization and poor comprehension both exacerbating the sense of curriculum load. He is saying that since it is not an association, what does the child do? He memorizes it. And he understands it in a very bad way. So what does a curriculum load do? Gaps between the secondary and senior secondary stages seem to be glaring in the science syllabus. He is saying that the gap between the secondary school and senior secondary school is very big. Repetition of concepts and information also leads to boredom and its sense of role. He is saying that if you repeat the concept repeatedly, the child feels boring. And his load also increases. The syllabus of history is a prime example of curriculum load. He is saying that to read so much in history, you will ask the child generally, which issue is the worst for you, he will tell you the history. Why? Because he will say that there is so much war in it, there are so many incidents and doubts, everyone has to remember it. So your history is such an interesting issue, but we have converted it into a curriculum load. The history syllabus continues to be frustrating and meaningless experience. So for the child, he must have been thinking about what to take from him, what to do with him, what to do with him. He did not have any connection with life. He did not tell you how the situation was, what is the outcome of the distance between the two. This is what is taught. Only when this is the first part of the syllabus, what is written in the syllabus? Only to the point, only facts, only information. That is why the history is an example of a curriculum load. Okay. Then starting early. We feel that as soon as possible, we should teach the child more. The general problems of curriculum conceptualization that we have discussed in this part of our report can all be seen reflected in the emerging pre-school sector of the education system. The same thing has come out again that despite official stipulations, it is repeatedly said that the child should not be taught with text books. But we tell them to take these books with them. The sense of compulsion comes from a widespread feeling that unless academic training of a child starts early, he or she cannot cope up with fast-paced pedagogy and the competitive ethos of the later school years. They say, our school is very good. Everything is spoken in English. Our result is very good. So our ethos of the school should be grasped as soon as possible. That is why we should start teaching it as soon as possible. The pernicious grip of this false argument manifests itself in observed and, of course, deeply harmful practices in pre-schools and primary schools, such as early emphasis on shapely drawing, writing and memorizing information. I mean, at the very beginning, you started making it very good. You remember it very well. You have written it well in cursive writing. What is all this in one way? It is a problem for the child. The work of load. Intrinsic motivation and the child's natural abilities are being smothered at a scale so vast that it cannot be correctly estimated. Our national commitment to the development of human resources is the daily challenge in our nurseries and primary schools. See, this line is so good. They are saying that it is our national commitment. So we have given a commitment to the country that we will develop our human resource. It is challenged in our nurseries and primary schools every day. Every day, we get challenges in the kakshakaksh because we expect a lot of things very soon from the child. And this is how joy ends and the load and boredom changes. Then teaching everything. We have to teach everything. We will not leave anything. The problem of densely packed syllabi. Everything in syllabus, like in geography, takes the form of all the continents. We will teach everything in it. Being covered under regional geography between classes 6 and 8. We are not citing this example as a specific case to be looked into but as evidence of a deeply rooted tendency rather all ideology which implies syllabus and textbook planners to include everything without any regard for children's ability or different ages to learn and the time available in an average school for teaching is up. He is saying that for an average subject to teach in a school, how much time it takes, keep in mind that you will include everything in the syllabus. So what will happen if you don't teach quickly? You will have to remember the child a lot. So what will happen now? There is no joy, no exploration, there is no thinking. There is only memorization of a lot of information. Then, not just an urban problem. Don't think that there will be only rural areas but since these are rural areas, they have been penetrated. The problem we have tried to identify in this part of the report is not confined to urban areas as some people think. It is deeply relevant to children's education in rural India although there are more basic problems such as epimally pure, epimally poor conditions of schools, absenteeism among teachers, etc. make cloud the problem curriculum load. He is saying that there are also these problems but the biggest problem there is that there are no facilities there, there are no fixed approaches. In our view, the problem of high drop-out rate which has rightly preoccupied our policy makers for a long time has one of its origins in the curriculum scenario. We have for it. He is saying that many commissions committees keep on talking about why the child is giving up, why the child is giving up his education so that the curriculum load is so burdened that it is not getting any fun. There is no use of that knowledge in the dining gym. This curriculum load is also a basic, a very important reason for drop-out. A curriculum policy that takes the elements of joint inquiry from learning obviously contributes to the rate at which children leave school in early years undoubtedly under the force of economic and social circumstance. Now we will talk about the impact of this problem. Where does this problem come from? The problem is that the curriculum load is used as a burden. The child feels it. Knowledge versus information. What we have done is we have understood the knowledge as a source of information. The notion that there has been an explosion of knowledge if an infant reads knowledge and information is anonymous. The explosion of knowledge is a reflection of the knowledge and the knowledge. What have we thought of? The reflection of the idea. We have accepted it as a synonym. This is the mistake. This is the root of the problem. It is true that the 20th century has been a period of massive expansion in human capacity to find new facts and to store them but the concepts and theories that assist in the generation and organization of information call hardly be said to have multiplied it in an explosive rate. They say that the idea is increasing in an explosive rate. The theories are not increasing as much. Also the important thing in children's education ought to be concept formation and growth of capacity for theory building rather than the position of vast amounts of information. We have to teach them that they can do concept formation. They can develop capacity for theory building not that they can destroy a lot of information. The explosion of knowledge prevents us from appreciating that learning and childhood is not the same thing as the storing information about different subjects. This does not mean that we have done a lot of thinking and thinking and remembering that you cannot believe in knowledge. Confusion leads to the neglect of understanding as an aim of education. This confusion and knowledge that has been accepted by the information is an understanding of the aim of education that we neglected and neglected. It would be correct to say that this neglect of understanding has gone so far and deep in our education system that the child can pass almost any examination without any understanding of the phenomena he or she has been told about in books or in the classroom. They are saying that the neglect of understanding in our education system has gone so far that almost any examination can pass from a very good number so that they do not understand which events and concepts have been taught. Why? Because when we do not ask the exam, we only take the memory-based examination. Then, isolation of experts from classroom realities. He is saying that we have taken the expert who is the expert of the textbook and no one should take the classroom realities because he is a professor of higher education. That is why he is saying that the teacher who is teaching in writing should be included. The new topics and information put into the syllabus and textbooks at the time of each successive revision are usually added at the behest of experts of different processes. These experts are university level teachers. They say that he is a teacher of the university level sometimes including individuals of high status in the research world. Sometimes he is a very important person in the field of research. But he is an intelligent exposure to children in the classroom situations. Children behave like this in the classroom situations they don't have any idea. This limitation of the experts extends to their possible ignorance of the children and of the processes that children should use for learning. They make mistakes in learning new ideas. They are saying that this limitation of the expert is not written by them. Textbooks simply do not reflect the versatile search of the ordinary child for clues to make sense of natural or social phenomena. They are saying in the specific context of the curriculum planning and textbook production we feel the system invites a number of problems upon itself on the account of being unnecessarily centralized. We have a misconception which justifies centralization in these matters. We have a misconception that what we have centralized is good. This misconception keeps the content of syllabus and textbook as synonymous with learning and testing norms. We have a line of classroom like a narrow orbit. We have written only for self-examination and the textbook is limited. Classroom knowledge assumes total independence from the child's own experience and knowledge of the world. We have not included the child anywhere. As a consequence of this problem, the child thinks that knowledge is two ways. One is to use it in the classroom and the other is to use it in his life. We have not included knowledge in his daily life. There are many types to type. I don't know how to pay attention to some people. I am very worried because I am proud to be a man. When I am caught by an The other thing is that it has been written in the year of the 19th century, after the report of Akhi Ashpal Kamechi, a lot of recommendations have been made, a lot of things have been improved. But we have to look at it in the process of the 19th century. And the second thing is that all together things are still not improved. The year of the 19th century is 2020, you can understand. Boredom is the inevitable outcome when a poorly written textbook is taught in a rigid mechanical manner. This is poorly, I don't know how it has become partially, this is poorly. So they are saying that if you teach a child a poorly written textbook, then what will come out? Because a rigid mechanical way, a boring way, the child perceives it. Poor grasp among teachers of their role as translators of the curriculum into classroom activity is a widely prevalent characteristic of our system. You know, you feel that strategies to improve textbook writing and production must work parallel to strategies for improvement in teacher training and for creating. And it's thought that teachers would feel motivated to take an academic interest in their work. They are saying that we need to pay attention to the fact that in-service or pre-service teacher training, we have to learn a lot of things. It is necessary to write a lot of things. Please ignore spelling mistakes. By and large, teacher training continues to be isolated from the in-tree academic areas related to education. And they are saying that most of the teacher training, if you go to the teacher training institutions and go there, then there are a lot of disadvantages. And one of the biggest disadvantages of the education system is that the work of the teacher training institutions is not doing well. So they are saying that teacher training is going in a useless way. There is no need to take it from the mainstream. So the convention of teaching the text problem comes from here. Then, competition based social ethos and the absence of academic ethos. So competition based social ethos, what they are saying is that social ethos, particularly in the urban areas, are now fully entrenched in the competitive spirit which is fast becoming our way of life. The desire to catch up with the industrially developed countries has given it further impedances. I mean, competition, competition. The whole social ethos is made up of the fact that we need to stay in competition. And we compare ourselves with developed countries. And we say that even there is so much education in childhood. So you should also see the local context. The rising aspirations of people in all sections of the society and the growing realization that education is an important instrument to fulfill their inspirations have resulted in a craze for admission to English medium schools which start imparting formal education to early in the life. I mean, we have to grow up and become engineers. We have to send them abroad. So since childhood, we have been through a craze. The whole is going on. The whole is going on. We are getting admission in English medium schools as soon as possible so that they start talking in English very quickly. The educated sections of the society believe that command over English is the key to upward mobility in social life. We think that the sooner you learn to speak English, the more you will get upward mobility in the social life. I mean, if they speak English well, they will be able to do that. This has led to unprecedented growth in the number of private schools where English is not only taught as a subject but is also used as a medium of education in all subjects right from class 1. So what happens is that English has increased so much that a lot of private schools open up which not only teach English as a subject but they teach all the subjects in English. It is an accepted principle of pedagogy that whatever is memorised without understanding proves burden for children. There is no doubt that the child only remembers and does not understand what burden is for him. When a child has a very small child, he does not know ABCG. You have given him a story in English. If you do not tell him the meaning of the story in English, then how much he will be able to understand what it means when he is reading ABCG. So what is that? It is a burden for him. It is a load for him. This is the problem. That is why all our commission committees say that the child should be instructed in mother tongue at least on a primary level. But our mother tongue is not English. Okay. And then, the absence of academic thoughts. The way social thoughts have increased, the lack of academic thoughts. Adequate time, staff, accommodation and its maintenance, funds, pedagogical equipment, playground are essential prerequisites for effective classroom transactions. But unfortunately, an overwhelming majority of schools do not have even the minimum essential facilities. There should be time. There should be staff, accommodation. There should be maintenance. There should be funds. There should be pedagogical equipment. There should be playground. There should be at least that much pre-school. But this does not happen. Lack of adequate infrastructure facilities is rigid administrative structures and growing cynicism are responsible for the absence of academic thoughts in majority of schools. Because this does not happen. That is why many of our students lack academic thoughts. The methods of teaching used by majority of teachers are devoid of any type of challenge for the students. Transmission of information is going on. What is going on in the classroom? The suppression of questions. The suppression of questions. No observation. No exploration. No experimentation. Must be in the name of so-called proper education, go on committing the murder of their innate desire to discover to learn on their own. They say, what is the difference between them that they learn something from themselves and do not murder them in the classroom in the name of proper education? This is a question. This is a question. This is a question. This is a question. This is a question. She has given a lot of recommendations. She has given a lot of recommendations. She has given a lot of recommendations. She is saying this because she has already become very lazy. She has said that there are a lot of problems like have knowledge explosion and catching up syndrome. This is why we need to catch up quickly on the knowledge and what has been brought about by the information? She has accepted this synonym. She has understood these are the two main crocodiles, and she has given a lot of recommendations against rooms of improvement, right? Like, she has done group activities. Anyway, process of curriculum, framing and pre-privriation of textbooks they should also be involved. They should involve voluntary organizations. And what are they saying? Make education committees at the village block and district level which can see the planning and supervision of schools so that they can buy good equipment and equipment. Then they should change the culture of text book writing. They should take appropriate legislative and administrative measures like opening and functioning of early childhood, how long to open, how long to run, all of these should be administrative and legislative measures. For nursery class admissions, children should be tested. Norms for granting recognition to private schools must be made more stringent. If you are giving a grant to a private school for recognition, check its norms. That all norms are fulfilled or not. Then don't tell the young children to bring a heavy bag everyday. If you really want to teach a book, keep the book in your school. Don't tell the children to bring a heavy bag everyday. Nature and character of homework. They say, change the nature of homework. Tell them to explore something, observe something, do something. Don't just write it on a notebook. Then they say that teacher-view-pill ratio which is 1 is to 40, which is 1 is to 30, that will be better. Adequate program of teacher preparation has completely changed the quality of learning. That's why you should strengthen the B.A. program. Don't give B.A. program from a distance education. The continuing education of teachers should be continued. The public examination taken at the end of class 10th and 12th should not be text-based or quiz-type but concept-based questioning. Let's make a project team which will see how many minimum numbers will be taught on the topic. And how much total time will be required to teach such a concept which will be available in a 70th grade. This is a project team. What else did they say? Mathematics curriculum is slowing down at the pace at which children are required to learn basic mathematical concepts. Every child can't learn from space. Today we teach work. We teach work rules, but don't take it too fast. Take it slow. Language textbooks say that the child is related to the world. Don't write such a language that is alien to the child. They say, aside from science, give room to your textbook for more experimentation. In natural sciences, there is actually a link to experiment. There are also experiments on the sites imparting knowledge of history and geography. The social science curriculum for the classes 6 to 8 and 9 to 10 could convey the philosophy and methodology of the functions of our social, political and economic system. Enable these students to analyze. Don't forget to think. Instead, they get the opportunity to analyze, to understand how we developed in that socio-economic situation and what were the problems and priorities. If you study in this way, you won't feel bored. So we ourselves have given the curriculum to the child and made learning his burden. I got a little lazy because I thought I should not cover everything. So that you can write long, short, etc. and you can read all the documents of the Yashpal committee report whose tagline is Learning Without Burden was submitted in 1913. So they have told us how we have kept the child's curriculum so heavy. It is not just its burden, its curriculum is heavy, its curriculum is heavy. The way of teaching is very boring. You are only giving information and completed this topic Learning Burden under the main heading of primary education. So thank you and don't forget to like and subscribe my channel Explore Education. I have done from my side.