Education for grading not for Intellectual grooming

Preferring marks over quality education is on the surge

A human being does not attain his full heights until he is educated. Students are being trained in our educational institutions for good grads by forcing them to cram accessing the so-called quality education while oblivious of the true essence of grooming and nurturing.

No novel method of teaching has ever been introduced in our country even after the six decades of independence while utilizing outdated and obsolete techniques of teaching. Due to this mode, our students are lacking behind the advancing world day by day.

Creativity and talent of the students are diminishing with every passing day, as they are not instructed the real learning by drilling them with the essence of quality education. Narrowly, constructed papers with outdated teaching methods is rampant in almost all the learning centers, while collaboration of learning is not encouraged among the students in the class rooms which is vital and conducive for healthy learning. They have to worry about their marks no matter what approach they follow for clinching higher scores. They even have to mostly resort to unfair means for fulfilling the requirements and the trend of good grads which is widespread in our educational institutions.

Owing to burgeoning trend of achieving higher marks and grads, children have become selfish and unwilling in helping the mediocre. They are pleased to see when their friends are frustrated and fall short in the examination because of their mindset of getting good grads.

Marks are playing decision role in making and breaking their career in our country despite valuing the practical and pragmatic experience of person.

Students are given lots of stress over tests and burden of cramming task and no curriculum activities are ever preferred, which is affecting on the appetite and sleeplessness of the students.

Despite students’ hard work and ever increasing marks, they have to pass the admission test of the universities and colleges for which they aspire to be admitted. The provincial and federal boards deny reliability of such results of various boards but every institution conducts their own entry test for university admission, pouring more stress on students already crumbling health and finance.

Collaboration for the only one way of testing and criteria is demanded. There should also be a harmony of the testing system of universities, boards and the Higher education commission criteria of testing instead of retesting students for entry universities.

The educationalist, teachers and concerned officials focus on the eradication of untoward and negative outcome of prevailing testing system as well as the introduction of novel and creative teaching methods.—