& çâÌæÚUæð´ ·¤è ¥ôÚU Îð¹Ùæ ÁæÚUè ÚU¹ð´ ¥ÍæüÌ ¥ÂÙð ÜÿØ ÂÚU ŠØæÙ ÚU¹ð´Ð ãæÚU Ù ×æÙð´, €UØô´ç·¤ ·¤æ× ·¤ÚUÙð âð ¥æÂ·¤ô ©gðàØ ·¤è Âýæç# ãôÌè ãñ ¥õÚU ÁèßÙ ·¤æ ¹æÜèÂÙ ÎêÚU ãôÌæ ãñÐ ÖÜð ãè ÁèßÙ ×ð´ ç·¤ÌÙè Öè ·¤çÆÙæ§ü €UØô´ Ù ¥æ°, çÁ™ææâæ ¥õÚU ©ˆâæã ÕÙæ° ÚU¹ð´Ð ŠØæÙ ÚU¹ð´, ÜÿØ ã×ðàææ ¥æÂ·Ô¤ Âæâ ãôÌð ãñ´ çÁ‹ãð´ ÂæÙð ·Ô¤ çÜ° ÂýØæâ ¥æÂ ·¤Öè Öè àæéM¤ ·¤ÚU â·¤Ìð ãñ´Ð

Politics of education: Debate over student exams

Ziauddin Choudhury
AN interesting debate in Bangladesh over "quality" of education is currently keeping some of us amused over the topic as well as the debate participants. On the surface, the debate is a fallout of the pathetic performance in the recent Dhaka University intake exams by students who graduated from higher secondary schools recently. The results of the higher secondary school exams all over the country held by different boards were uniformly stupendous, with about 80% success rate, and an astounding number securing 80% or above marks (GPA 5). This is obviously performance per excellence and a cause for pride and joy for the students, their teachers and of course the parents. We all would have a national moment of celebration had the examination been an end in itself. Unfortunately, it is not. This is but one of the many challenges our students and their parents have to face before these youths can be ready for the work place.
It seems that the success rate of the higher secondary school exam and a plethora of GPA 5 did not prove enough to put the majority of these graduates through qualifying tests for admission into Dhaka University. Hence the debate, and hence the questions. Was the grading of the students in their school exams done with any
rigour? Was the overwhelming success rate really based on better student performance and better education? Or was the examination result politically motivated?
Each year nearly a million students take the HSC examination and the success rate in the exam has also been consistently rising from near 70% a few years ago to 80% this year. Every year the number of students riding on the top is also increasing somewhat astonishingly. It is debatable whether a higher success rate in exam or the ever increasing number of high achieving students is a testimony to better teaching and schooling or higher quality of education. But what we do know is the consequence of such huge number of high school graduates vying for limited spaces for higher studies in universities and colleges. The obvious choices of most the aspirants are the public institutions, both for their reputation and their lower costs. The institutions also must decide the most appropriate way to select who they should take and who they may not.
In most advanced countries higher education (that is university/college education) is not for all, the prime reason being that most jobs in the market place do not require college degrees. The other reason is the high cost of college education that very few families can afford. Hence, there is no great rush for admission in the universities immediately after high school. In the US, about 65% high
school graduates apply for and get to higher institutes of learning. And those who apply have to get through a rigid selection process that not only takes into account GPAs but also other college qualifying tests such as SAT, ACT, etc.
In our country, however, a college education is considered a must for job market as vocational institutions do not attract many parents. Our public universities get maximum draws from students and parents primarily because the fee is nominal, but also because they have greater name recognition. In any institution where there is a gap between capacity and demand, the demand is managed by competition among those who make this demand on the institution. Dhaka University and similar other educational institutions have to adopt policies to manage admissions that may include tests, which they have done recently.
There would not have been any debate had this admission management process of the university been viewed as a right of an institution to follow its own policy on admission as an independent entity. The debate has arisen because some of our educators and politicians have viewed the abject failure of the high achieving performers to qualify for admission as a commentary on the quality of education they received in schools, and opened a bigger question on the whole examination process and results.
How can students who excelled in their most recent government held exam perform so miserably in the admission tests? Was the process flawed or the results politically motivated to demonstrate government success in promoting higher quality in education?
In fact, none of this is true. Neither did the university authorities design a test to fail the students, nor did the people who manage the secondary school examinations manipulate these to demonstrate government achievement in education. What is true, however, is that despite higher turnout at our school final exams year after year (which is actually a result of higher enrollment in schools) and a greater number of high achieving students, the standard of education has not kept pace with demands of time. The number of schools has increased, but not the quality of education at the
formative level. The primary schools are the nurseries of future education. If children do not have full grounding in literacy and numeracy in the formative years, they will not acquire these in higher levels. With weak fundamentals they get by later through learning by rote, or by selective reading only for exam purposes.
This leads to a bigger failure of our education system to turn out graduates who are fit for the job market with skills that are needed not only domestically but also internationally. It is not a wonder that they fail rudimentary admission tests because educationally not all of them can cope with the higher education they want to get. They just not have been prepared that way.
The debate and the blame game on failure of students at the university intake exam or attributing political motivation to exam results will not help the students in their aspirations for higher studies. What will help everyone is help for our teachers and educators to remove the deficiencies in our primary education and provide them with training and tools to upgrade their skills. This will help their students to acquire fundaments of literacy and numeracy that will guide them in higher studies.