Bhumika Rajdev
Covid-19 has brought many peculiar yet significant topics on our table for brainstorming and reflection. The continuous debate and discussion regarding
The Union HRD minister Ramesh Pokhriyal ‘Nishank’ conducted a webinar with schools on 14 May 2020 and with higher education institutes on 27 May 2020. The central point of discussion was ‘how’ to conduct exams and ‘what marks’ should be given to the learners.
It made me reflect on the ‘idea of merit’ in the Indian education system. As a teacher, I have observed that we are making progress in our teaching methodologies, but assessment strategies remain the same. Final exams decide our career choices and opportunities. At the end of the day, we are judged on our marks and grades. Our merit becomes part of our identity and no wonder we are labelled based on it.
Having common entrance exam doesn’t make it any better for learners because instead of creating parity, it rejects the idea of individual differences. Again, the qualifying marks and cut-off become central to their life choices.
Not only at systemic level but at personal level also I believe, keeping a count and turning everything into measurable terms have become a subtle trait of our personality. Whether it’s marks or awards or degrees or researches, ‘Numbers’ are given utmost value. This is making us obsessed with quantity and ignorant towards quality.
This reminds me of what Jiddu Krishnamurti mentioned in one of his lectures with students at Rajghat Besant School, Varanasi on 20 November 1963. He states that, “Most institutions of education are not concerned with what kind of life you are going to lead; with what your relationship is going to be with your wife and husband, with your society; with how you are going to resolve the many conflicts, the many despairs. Most schools, most colleges are not concerned with that at all. All they are concerned with chiefly is that you get some kind of book-learning, repeat, repeat, repeat like gramophone, and then answer questions at examinations.”
Giving central position to exams and merit is not only creating stress and anxiety among all of us but also making us believe that merit is more important than inner transformation and inward growth. This rat race of scoring highest to achieve ‘big things’ in life is keeping us away from the beauty of the process of learning.
Lockdown and work- from- home has given us space and time to reflect on our actions. To get rid
Bhumika Rajdev is a B.EL.ED graduate from LSR and have completed her Masters in Political Science. She has worked in various public and private schools. Currently, she is working as TGT Social Science in a school-based in Delhi. Bhumika loves to write and speak on contemporary issues in the area of education.
Insightful reflections
Beautifully articulated thoughts. It is very much important for our society to think about the traditional education system with a new angle now. Mistakes of past can be amended now with a better vision for future
Well written piece. Educational reforms are need of the hour.
True facts, uttered by numerous scholars for decades since Independence. But unfortunately in a (ever) developing country like India with it’s enormous population & narrow operating system, a huge section (middle classes & lower middle class) run their lives & dreams in search of a never ending horizons throughout their life transmitting the same to next generation.. Of course most of them are able to reach the place via this only available system. Jobs, salary, settlement etc etc..a very very meger crowd gems out of it attaining success.. Thus till the time this exist the scenario is hard being changed.. The variant thought is highly appreciable..
Well said Bhumika. The pandemic has challenged many practices that we have been following since ages. While it is the most unfortunate event that has shook us all, it has also given a unique opportunity to introspect and question why did we not think of these alternatives when there was no pandemic. OBE is one such alternative which the educationsts have been suggesting for a long time to dissociate uncertainty, fear, anxiety with exams. To use this solution in a pandemic situation is uncalled for. Education has always oscillated between quantity vs quality debate. We are back to square one where access is a major issue.
I completely agree with your thoughts
So true Bhumika
I agree with you
Rightly put forward. Assessment should be seen as a part of teaching-learning process and not as a separate process.
Given the current scenario, we can see what problems most of teenagers are facing, we need to look for the root causes of all this, from emotional disturbance to career related pressure. Much needed issue discussed by you and some reforms should be implemented in education system to make syllabus more inclusive, practical and more helpful for students.
great piece