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CBSE's "School Bank Champs" project to motivate students to open bank accounts
According to a circular sent to the affiliated schools, Central Board of Secondary Education (CBSE) has asked the school management to implement a senior secondary level project named "School Bank Champs." The motive of the project is to make students interact with the banks for opening accounts to avail debit card service, operate net banking and learn to manage their own finances.
According to the circular, the aim is to make students financially literate with an active support of the Bank Association of India in collaboration with Child and Youth Finance International. The schools have been asked to identify the institutional level incharge of project and the nearest bank for everyday interaction in enhancing their financial knowledge apart from opening bank accounts.

Though the students are upbeat and enthusiastic about the project since they will get the debit cards to handle their pocket money without being nagged by the parents. But, parents are a bit wary about the project since they fear that their children will start asking for cash incentive for performing well in academics.

Some teachers also feel that the CBSE should concentrate on keeping the reliability, validity, objectivity and fairness in the examination intact rather than sending circulars and forcing schools to link with financial institutions and professional in a project mode.

Many renowned educators have denounced such moves related to unstated academic and social norms, thrusted upon schools through unsolicited consultations, since the hidden curriculum thwarts the students' ability to develop independently or think creatively in their academic progress.

The hidden curriculum has been critically explored by a number of educators. The Wikipedia entry on the topic of 'hidden curriculum' says, "Starting with Pedagogy of the Oppressed, published in 1972, through the late 1990s, Brazilian educator Paulo Freire explored various effects of presumptive teaching on students, schools, and society as a whole. Freire's explorations were in sync with those of John Holt and Ivan Illich, each of whom were quickly identified as radical educators."

Those enlightened teachers and educators who subscribe to the views of serious educational theorists, who have exposed the insidious nature of hidden curricula and hidden agendas, will smell a rat in the circulars of this kind by an examination board.

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