Examine our exam system

The first Board examination in MP under the 10+2 scheme, introduced in pursuance of the 1968 Policy on Education, was held in 1986. Mathematics and Science were to be studied by every child up to Class X. The preparations for the teaching of these two subjects, made compulsory for the first time, were inadequate. Teachers were either not available or were professionally unprepared to handle the new curriculum and textual materials. The Board results, when finally tabulated, indicated a pass percentage of 15 or 16. This could not be announced, for political reasons. A way out was found. A lump sum grace of 40 marks, to be liberally distributed in deficient subjects, could raise the pass percentage to over 45. That would be acceptable. Everyone was happy: the government, schools, teachers and parents of those who ‘‘passed’’ the Board examination ‘‘with Science and Mathematics’’.

Another instance of the ‘‘validity’’ of the evaluation system was witnessed when Rajnath Singh, the then education minister of UP, showed unprecedented courage and concern for the future generations in bringing the ‘‘Nakal Virdhi Adhyadesh’’. If I recall correctly, the pass percentage in the matriculation examination results dropped down to around 15 per cent. Then the political scenario underwent an upheaval in 1992. The State was put under President’s Rule and then came the time for Assembly elections.

Mulayam Singh Yadav, then in Opposition, announced his determination to withdraw the Ordinance within an hour of coming to power. The students were overjoyed and praised him. The enthusiasm of the youth brought Mulayam to power. Though election promises are not normally honoured, the teacher in Mulayam made him keep his word and the Ordinance was withdrawn immediately after his swearing-in ceremony as the new Chief Minister. The Board examination pass percentage in 1994 shot up more than three times as compared to 1992.

As an individual, I should be pleased to learn that the State Board which awarded me my matriculation certificate has progressed far ahead in the intervening years, and the possible suffering of millions of young boys and girls has been converted into certificates of success. As a teacher too, I should be happy to find how teachers of my home State have become more competent, more committed and more performing. As the person who had the rare opportunity of heading two national level organisations concerned with education — the National Council for Teacher Education, NCTE, and the National Council of Educational Research and Training, NCERT — I should have a sense of achievement in having been a part of the process that could bring learner achievements to such a high level.

But my problem is that I cannot forget Madhya Pradesh, the State in which I spent 15 years of my professional life. My concern is: what happens to 67 per cent of those who stand declared ‘‘failed’’ in the matriculation examination — the burden of demoralisation and humiliation they have to carry throughout their lives.

As someone who has conducted and guided educational research, and advised many in areas and aspects which deserve to be researched, I now have an entirely new perspective before me. Learner attainments, or pass percentages in annual Board examinations appear to have a direct relationship to the political party in power. For a couple of years, people have been discussing the relationship of the curriculum and text-book changes to the change in the government, from one coalition to another. Would it not be better to initiate a countrywide discussion on the relationship of the Board examination results to that of the incumbent Minister of Education or the Chief Minister? It would be interesting to observe and analyse the variations in the pass percentages in the final examinations amongst two adjoining districts like Allahabad in UP and Satna in MP.

A failure rate of over 60 per cent raises no eyebrows. No one is interested in understanding how suddenly the success rates soar so high as to touch the 90 per cent mark. On the face of it, the success story deserves not only national attention but even international appreciation. Those responsible for disseminating innovations and achievements of significance in education need to take steps to transfer the UP strategy at least to the neighboring State of MP, if not elsewhere.

Let me recall an educational revelation during my last visit to my village, again in UP, a couple of months ago. They now have a private high school, duly recognised by the State Board. People are happy as it has become easy for their wards to ‘‘matriculate’’, the essential qualification to get an entry in the Army, the only possible route to get a government job for the rural youth. Never before was the system so simple and supportive. Rates are fixed. Copy-if-you-can comes lowest, bring-your-own-writer is the next and finally, there are the writers willing to put their pen to paper, of course, for a consideration. From proxy teachers to proxy examinees is a big leap ahead in the process of educational change.

I am not hinting at any co-relations. I only wish such support systems were available when I had to appear in the matriculation examination.

The writer is former director of the NCERT