Indian education system as seen through the eyes of students
The Indian education system since Independence has seen few reforms. Even when that does happen, we find the voice of students who are likely to be most affected by these not present in the discussions. Every year, thousands of students appear for the ICSE and CBSE examinations. And with every batch, we have observed that the shortcomings of our education system become more glaring. As students who are nearing their Grade XII board examinations, we outline a few problems within the system which have adversely affected the students the most:
Emphasis on memorisation rather than comprehension
Other than a few exceptions (such as mathematics), memorisation is the basis on which a student’s performance is judged instead of grasping the concept taught. This is a huge disadvantage to students who may understand the subject but lack the ability of rote learning. This also does not contribute to a long-term appreciation of the subject, as after writing the exam most students forget the material learnt and no learning is carried forward.
Lack of critical thinking
Since a vast chunk of the information that a student is required to learn for an examination is ingested through rote learning, there is no actual individualistic effort in thinking or formation of opinions that could help a student develop critical thinking skills. The rigid, competitive system leaves no room for critical and creative thinking. These skills are extremely important in the world outside the confines of the school, especially now when companies often look for opinionated individuals possessing real-time problem-solving and critical thinking skills. Simply rote learning and writing content on an examination sheet does not lead to developing any of the skills required to survive and thrive in the outside world.
Absence of real-life problem-solving skills
Apart from the above-mentioned critical thinking abilities, the curriculum (along with the learning structure) does not equip students with the skills or traits that a student would require to conquer the hardships and battles in real life. Post their school years, an individual is thrust into a new world where they are expected to be independent but they find that their past education does not equip them with the necessary skills and tools needed to cope with real-world challenges.
Outdated and overwhelming syllabus
The syllabus of board exams is quite overwhelming for students, given how vast and expansive it is. As a result, the quality of the lessons deteriorates as teachers are in a rush to complete the syllabus. This adversely affects not only the students who may miss out on certain concepts, but also the teachers who, in the rush to finish the syllabus, may not devote enough time to challenging topics. The syllabus is outdated in the sense that it teaches topics that are rendered useless in today's time, such as formal letter writing. Texts studied in English Literature and Hindi also have undertones of misogyny, racism, and sexism, which should be done away with. It is 2022, and the syllabus should be updated to reflect principles that are more modern and current in nature as well as relevant to the needs of the future.
Limited options for individuals aspiring for non-academic careers
The way the three streams are split in science, humanities, and commerce are constricting and limited in terms of options especially when it comes to students wishing to pursue non-academic careers such as performing arts or culinary fields. Such students tend to feel a lack of enthusiasm towards their subjects since they are unable to connect their passion with their studies.
Non-conventional careers should not hold a less important place in society as domains like performing arts are imperative to our rich and diverse culture. Students should be given equal opportunity to explore unorthodox choices, and the limited subjects offered by ICSE and CBSE portray the fact that such careers are less important or not worth studying in school.
Rabia Bassi and Mrnalini Krishnan are students of The Shri Ram School-Aravali. Views expressed are personal