Kushal Pokharel

Feb 21, 2015

Every year as SLC approaches, students across the nation tend to panic. They are really concerned whether they would be able to cross the ‘iron gate’ or not. For those who are talented the worry is related to percentage and divisions including distinction. Whereas it is natural for examinees to desire for better marks in SLC, what is worrisome is the level of stress that they take to perform better. After all, even the good result that involves too much stress is short-lived.

However, this is not to say that the students mindset operates in vacuum. There are hosts of factors that have led to this situation. A  common reaction of  appreciation and  applause for those who pass this so called ‘iron gate’ and a strong hatred including insult of those who fail SLC has a major role in determining the level of stress among students. Likewise, praising a distinction holders  implanting a false perception on their mind that their life will ‘wave a magic wand’ after SLC is  erroneous.  It is frustrating to state that  students who can’t  cross this ‘gate’ are labelled ‘ incompetent’, ‘outdated’ and ‘worthy of nothing’. The failure in S.L.C is publicized in such a way that all the doors of life opportunities and choices will be closed for them. Worse, the motivation and confidence level of these students erodes quickly. Low self-esteem, pessimistic outlook towards the life among others are inviting some severe social consequences, for instance,  increasing suicidal tendencies  after failing the exam.

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Members of society be it their parents, neighbors or relatives have a very negative opinion about those who can’t succeed in exams. Without realizing the inherent potentials of their children, most of the parents want their kids to be ‘toppers’ in their class. They scold their kids without really trying to understand their passion. This is more true in terms of S.L.C. Almost every parents want their children to pass exams with good grades. To accomplish this,  they want their children to study for ‘wee’ hours without considering their health sometimes. The success of the children is equated with social prestige of parents. Isn’t this an overburden on students? In fact, this socially constructed expectation is doing no good in preparing self- learners who can  embark on a bright career in future.

The current education system promoting exam-centric education is failing as the huge investment of state on education is bearing no fruit. In this context, the success rate of SLC can be analysed. The S.L.C pass percentage of the last five years paints a gloomy picture. It has been really fluctuating. In 2010, it was 64.4%. It declined to 41.57% in 2013. This year, it has slightly increased to 43.92% than last year. It is evident from the above data that the investment on education is becoming futile. It is really urgent for policymakers to think over this issue now.

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Having said this, there are some structural problems in our education.  We are practicing a system where the achievement of students is measured solely on the basis of  a three hour exam. Are we giving our students the much needed life skills  to live  a meaningful life? We have become so obsessed with exam-centric education that we have  forgotten to make our students understand  that life is a never ending exam which is more difficult and challenging than the one that we appear as a part of our course. Moreover, we have killed creativity and innovation of our students by creating a terror about S.L.C and its indispensability .

Another factor of consideration is managing the failed students and not letting them ‘high and dry’. This is to say that the state needs to explore other options in the form of vocational training or other gainful employment opportunities for those who can’t be academically successful. Despite repeated attempts many students are failing. So, instead of discouraging them it is imperative that they be given skill-based training and made independent to earn their living. Without devaluing them, they ought to be given equal respect in society as a citizen. Why should they be tortured for failing exams? Does failing an exam means they  will have to live with a pang of guilt throughout their life?

With the government’s decision to abolish the percentage system and introduce a grading system, the distinction of ‘pass’ and ‘fail’ will now be abolished from SLC. But merely introducing a grade system is not sufficient. After all what is significant is whether the students obtain an education that equips them with the necessary knowledge, skills, values and attitudes to live a meaningful life.

Instead of  glorifying SLC, it has become really urgent to reorient students towards meaningful learning, giving them confidence and power to think independently and pursue their life choices.