Examination System

Topics: Secondary education, Education, Primary education Pages: 9 (3023 words) Published: February 6, 2011
India’s examination system is faulty, say experts
Tue Apr 21 2009 04:49:49 GMT-0700 (Pacific Daylight Time) by IANS ( 2 comments ) New Delhi, April 21 (IANS) Calling the Indian examination system faulty, education experts at a seminar Tuesday said the system of examination here fails to create questioning minds. Amit Kapoor, chairman of the Institute of Competitiveness who was one of the panellists, said that students in schools and colleges here choose to study at the end of the year with just examinations in mind - thus losing the whole purpose of learning. “Thus the fundamental flaw in the examination system in India is that it creates students with mugging minds instead of questioning minds. The semester system, therefore, is a better option because it’s more regular assessment of what a student has learnt through the year,” he said. Most students, he added, limit their potential by studying only with the aim of securing a job. Educational institutes should instil a sense of confidence in students to study a subject of their choice and create a niche for themselves in a new field. “Educational institutes make job-seekers, and not job creators. They should create entrepreneurs,” Kapoor said. Going a step ahead, Rajeev Katyal, director of education at Microsoft, said the most ideal way of linking education to employability is by encouraging vocational training. “Vocational training is significant because it leads to more employability. Currently only seven percent Indians are getting vocational education,” Katyal said. Kelly Raj, counsellor, department of education, employment and workplace relations, Australia, added: “Vocational education is the perfect link between education and employability”. WHAT KIND of appraisal is needed for students during the course of examinations? If we look at the syllabus in our schools and colleges, as far as maths and science subjects are concerned, they are useful for the students, because its effectiveness is apparent in engineering, medical, microbiology etc. But arts subjects are not of much use. Undoubtedly, music, painting, dance and other fine arts get jobs for some students but their numbers are negligible. As is obvious, we need ‘roti’ and only after that do we need rose. Everything comes after having earned our daily bread. Thus, whatever courses and examinations are going on in the schools and colleges should be job-oriented.

In view of these facts, the present examination system does not evaluate students fairly. Even the teachers don’t recognise the inherent talent of the students, whereas it is necessary to find out their needs and requirements. If we can take care of the basic needs of students, productivity of all organisations will rise tremendously, since every employee would get full job satisfaction.

But the ineffective syllabus and examination system has become a part and parcel of our schools and colleges. Just look at the following facts, which are prevalent in Indian schools and colleges:

1. Almost 50-60 per cent students in cities are students of from private schools and syllabus of private schools are not job-oriented at all. Money is their foremost priority. They even promote failed student to higher classes. Some teachers are not capable of teaching students. 2. The government schools are in a dilapidated condition. Most of schools are ill-equipped with day-by-day requirements. Even labs are not operational. Some schools are devoid of teachers. Most of the teachers are not well trained either.

3. Courses are not job-oriented too. After passing-out from schools and colleges, students are not capable to get a job, which can fulfill our everyday requirements.

4. The examination system is also faulty. Students are forced to use their mind skill. Questions pattern is based on routine questions. Students do not need to use their mind. They simply learn by heart the answers to questions and then write them down.

In such scenario, how we can we...
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