The pass percentage in the MBoSe Class X examinations was never too impressive until it crossed the 80% threshold last year. This year too, it has maintained the momentum with about 86.84%, marginally less than last year.
From 50 to 80 in just two years is quit a feat but it also raises some critical questions. In fact, this sharp rise in the pass percentage in the Class X board examinations has sparked debate among educators and observers across the state.
There are always two sides of the story. In this achievement story, let us first see the bright side. The state government has been experimenting with various formats to encourage students to find interest in the science subjects, especially mathematics, physics and chemistry.
So much was the commitment to improve the overall education system that the State Council of Science, Technology and Environment launched a chess programme at the school level called the Queen’s gambit. Studies worldwide have shown that chess helps in brain development in children. And this programme was particularly introduced at the school level to help children improve their cognitive skills and perform better in science and mathematics.
The academic results have revealed positive shifts in the academic landscape. This year, several schools that had not traditionally dominated the rankings secured top positions. Institutions such as Gorkha Pathshala and Seven Set School featured among the top 20 rank holders, highlighting a broader distribution of academic excellence.
The reduced dominance of a few prominent schools in Shillong and Tura is an indication of an improving competition among institutions across the state.
Some educationists point to the introduction of CM-IMPACT textbooks and an increased use of objective-type questions for the improvement in the pass percentage.
It could also be that schools have stepped up their measures and put in extra efforts to improve their students’ academic performance. Whatever be the reason, it is heartening to see the improvement come so fast.
Now, this fast improvement brings us to the question: is it possible to see a jump from 50 to 80% in just a few years? Some critics have pointed out that the surge is sudden rather than gradual or “organic.” Questions have also been raised about the current pattern of examination.
Some educationists argue that thanks to the new format of objective questions, students may be relying heavily on memorising likely answers rather than developing deeper understanding of subjects. Critics fear that this trend could eventually affect students when they move on to higher classes where analytical learning becomes more important.
In other words, instead of encouraging analytical thinking, the state system is promoting a method that is only facilitating an imitational improvement in the exam results.
There are also concerns about the perceived decline in academic standards of some prescribed textbooks. Some experts have pointed out that lessons once taught in lower classes are now appearing in higher grades.
If the Education department is compromising on the quality of books and the system only to tom-tom a pseudo-achievement, then this folly will hit back even harder in the future. The process of improvement must be steady but solid enough to create a pool of talents in the state that could make a long-term mark in academics and other walks of life. A balanced curriculum that promotes analytical thinking and creative activities, that helps in the development of problem solving skills, and that instills social values and responsibility is the best way to propagate holistic education.
On the criticisms, Chief Minister Conrad Sangma said that no step is perfect and that the government is taking the criticisms constructively. He also pointed out that helping students improve their grades in Class X is imperative because failure in the first step of their life will have an adverse impact on their mental health.
While the improved results may reflect wider access to academic resources, it will be important for the Education Department and MBoSE to balance accessibility with strong academic standards to maintain long-term confidence in the board’s examination system.
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