With profound reverence, I hope my letter will find you in a jolly frame of mind and the finest of spirits. It is probable that you may perhaps not get time to read this letter; even if you did manage this, I might not get a response from you. Yet I would like to pour my heart out.
I’m writing this to you in the anticipation that perhaps it would make you tread into the shoes of the students who currently are trapped between the devil and the deep blue sea, to bring to your notice about how massively bemused they all are. The fact and nub of the matter is that to make calling of examinations in a speedy and totalitarian fashion, has traumatized students time and again.
The general point is that conducting examinations in a brusque mode exacts a terrible price. Ideally, examinations should and must examine and determine the nature and depth of learning of a pupil. In other words, it should be a component of quality education. However, here the motto of getting qualitative education is not observed. If we continue on the same path, we will find ourselves in a fool’s paradise with vacant minds and degrees clinging to hands. These circumstances have compelled students to think – and who knows some might have previously done – of quitting their masters whereas some want to go with the flow. What excellent features this will pass on to our education system is unambiguously clear to all.
Moreover, the courses (open and generic electives) imposed on students, whether or not they have an aptitude for the subject or not, is a herculean task. The students will now have to focus on their major subjects – apart from the electives – bearing in mind the grades that their parents expect from them and the attendant emotional and social pressures.
In reality, what happens is that students, in attempting to reach their target in a meager time leave topics remain untouched and in this context students take recourse to “ Rattafication” – memorizing anything without understanding it- to reach their parents expectations. What ensues is what may be called the trap and vortex of repulsive percentage. Undoubtedly, this trend will not confer any laurels to our educational picture.
Taking initiatives to refine education sans the resources that needs to be implemented is wholly unrealistic and befalls as a misery in disguise on students. A case in point is the “supplementary shift”. There is not a single reason for what one should appreciate this notion. The initiative has turned out mere to burn a hole in students’ pockets without giving them a good education in return. The utter obstinacy of the administration in an attempt at Americanizing the system in the most conflicted zone on the planet has turned out to be futile and problematic for students.
We only have ‘hopes’ left with us and I hope you will take my words in a positive manner and if not, I won’t mind because the critical voice are always ignored.
The Author is pursuing Masters in English Literature in North Campus, Kashmir University. He can be reached at: firstname.lastname@example.org