The Marks-ism
   Date :03-Jan-2025

rhyme and reason new
 
By Kartik lokhande :
 
There is a difference between ‘scoring marks’ in academics and ‘making a mark’ in life. The ‘marks’ have become so important in today’s patternised education system that it is minting more individuals laced with judgments and opinions than those with equipment of conceptual clarity. The ‘Marks-ism’ is focussing more on creating an army of clones than on allowing space for growth of independent-minded leaders. It is creating a social system that accords more importance to tags than to merit.
 
ONCE again, the season of examinations is all set to begin. It is one of the toughest times of the year for students, their parents, as well as teachers. While the students are concerned whether they will score enough marks to secure admissions in the college of their choice, their parents are concerned if they will be able to afford the fees if wards score well and secure admissions to reputed institutes. The teachers are eager to know if the students score good marks in the subjects they taught. Everyone’s thinking simply centres around -- the marks! The traditional Indian system of learning is long lost, or exists only in exceptions. Rest everything of the so-called modern-day education revolves around how many marks a candidate, appearing for an examination, scores. The marks one scores in an examination or an entrance test defines his or her future, which hinges delicately on the cut-off marks that, again, are dependent upon the marks scored by examinees.
 
Failure to secure admission in a top-notch college or institute, which, by the way, is defined by higher cut-off marks and better facilities and pricey tag, leaves the students in a state of shock. Many of them either lose the track of education, or even life. Some make an earnest effort to salvage their future, and find new ways to shine in life. Many of those shining with higher scores, securing admission to bigger institutes, sometimes change the track and heed to their inner calling to explore the world of positive pursuits that take them beyond the rat race ushered in by ‘Marks-ism’. But, those who get trapped in the vicious cycle of Marks-ism, keep on investing all their youthful energies on scoring better marks to reach a career zone where, again, ratings and scores fuel their stress of performing better. When they go to social media space to find some ‘recognition’, they get caught into the cycle of earning ‘marks’ in the form of likes, shares, and subscribers. And, the rat race continues... Are the victims of this ‘Marks-ism’ happy? Well, everyone knows the answer to this question, though not many would admit to the truthful inner realisation. Interaction with even those in the field of academics reveals that no one is happy with the patternised education anchored in the pursuit of marks.
 
According to them, more than learning, this system evolves around memorising the content. As a result, there is a lack of conceptual clarity among the individuals who pass out from schools and colleges with a good score. Many only refer to ‘guides’ to score well in the set pattern of examination, instead of referring to books to build a strong academic foundation. The New Education Policy, say some experts, also has not been able to break this pattern so far. Rather, many in the education sector are yet to understand fully the new policy framework and how to use it to enhance the quality of learning. Unfortunately, quality is not everyone’s concern because it cannot be measured, ranked, or rated with a certain score. Besides, in the race for siloed prizes in terms of admissions or jobs where scores are given more importance than one’s skills, little importance is accorded to language education in academic years. This leads individuals to a stage when they can use words but cannot express themselves clearly. Words are not merely the tools of usage in speech but the equipment of expression of ideas in a conversation. Words convey meaning only when they are used with thought and emotions, and not in mechanical patterns. Once the faculty of language is compromised, it severely impedes development of an individual’s ability to understand any subject. This makes one a poor communicator.
 
Then, one fails to deliver quality in whatever job one does, and ultimately restricts one's own opportunities. This fall in quality affects the overall texture of social, professional, cultural, and national standards. But, for this to realise, men who understand the difference between academics and education are needed in every sphere of life. An example may help elaborate this point of difference better. If a student scores average marks in an examination but paints extremely well, how will one assess him: -- Weak in academics? Or, strong in education? Those who can distinguish between the two, also understand the difference between ‘scoring marks’ in academics and ‘making a mark’ in life. The ‘marks’ have become so important in today’s patternised education system that it is minting more individuals laced with judgments and opinions than those with equipment of conceptual clarity.
 
The ‘Marks-ism’ is focussing more on creating an army of clones than on allowing space for growth of independent-minded leaders. It is creating a social system that accords more importance to tags than to merit. In the process, an overwhelming part of the society has forgotten whether it is supporting a system that is manufacturing more ‘examinees’ than ‘students’.
 
Those grinding in this system require ‘tips’ to solve question papers, and lack confidence in their understanding of a subject. Those refusing to be part of this are left outcast, with a vast part of the society not recognising their talent because they lack ‘marks’ of a formal approval to their qualitative work. By no means, and in no measure, is this an ideal situation. Society needs to recalibrate its approach. Situation needs to change in the interest of future generations. The merit of a person’s ideas, the pursuit of excellence, focus on learning (not just memorising) must be recognised. Only then can a nation become a powerhouse of talent and a hallmark of quality.