A Call for Meaningful Education
By: Tawheed Parvaiz Bhat
As board examination results roll out each year, we witness a familiar scene—celebrations for high scores, disappointment over average marks, and in many cases, children struggling under the crushing weight of expectations.
While examinations are designed to evaluate a student’s academic understanding, the current system has evolved into a narrow and judgmental method of determining a child’s future.
In our traditional education system, success is measured primarily by numbers—percentages, ranks, and cut-offs. But are these numbers a true reflection of a child’s knowledge, skills, or potential? Unfortunately, the answer is often no. The obsession with high marks has led to an environment where quantity is valued over quality, and memorization is favoured over real understanding.
Exams have become a source of prolonged stress. Students bear the pressure of preparation, followed immediately by the anxiety of results. Even when they perform well, a new worry arises—did they score high enough? Did they cross the 90% benchmark? This relentless pursuit of marks has turned learning into a race, where the focus is not on acquiring knowledge but on outperforming others.
What’s more troubling is the common belief that scoring 90% or above is the ultimate indicator of success. While such scores may suggest academic proficiency, they often fail to translate into real-world competence.
Many students who excel in board exams struggle in competitive examinations, revealing a gap between textbook knowledge and applied understanding. This raises a crucial question: are we preparing our children for life, or just for exams?
True learning goes beyond marks. It involves curiosity, creativity, critical thinking, and the ability to apply knowledge in different contexts. Yet, in the current system, students who score slightly lower but demonstrate these qualities often go unnoticed. Parents and teachers tend to focus their support and appreciation on high scorers, overlooking those who may have greater long-term potential.
In recent interactions with parents of Class 10 and 12 students, I noticed a disturbing trend—many students were slipping into depression simply because they didn’t score above 90%. This mind-set is dangerous. I reminded those parents that marks are not the measure of a child’s worth.
What truly matters is hard work, perseverance, and a willingness to learn. Encouragingly, some parents are beginning to embrace this perspective. “We are teaching our children to say no to marks and yes to real learning,” one parent told me. Such attitudes are the need of the hour.
Another significant concern is the culture of unhealthy competition. Students are constantly compared to their peers, which leads to insecurity and self-doubt. We must shift the narrative. Let children compete with themselves—to be better than who they were yesterday. Only then can we foster genuine growth and resilience.
The National Education Policy (NEP) 2020 brings a ray of hope. By advocating for competency-based assessments and reducing the emphasis on rote learning, NEP aims to move away from the traditional exam-centric model. Its vision is to help children discover and nurture their individual strengths and potential. It is time to reimagine our educational priorities.
Let’s stop equating marks with merit. Let’s celebrate effort, curiosity, and authentic learning. Our children deserve an environment where their mental health is valued, their talents are recognized, and their education is not defined by a single number on a report card.
(The author is a government teacher)
