The annual examination season in Kashmir is once again upon us. This year, however, the academic schedule has undergone a significant change. The long-established March examination session has been reversed back to November-December, aligning it with the region’s traditional academic calendar. This adjustment was made after considering the harsh weather conditions of the region and the unique challenges students face during winter months. While the shift back to the November session has brought some relief, it has also sparked renewed discussions about the examination system and its impact on students in the Kashmir valley.
Examinations, universally recognized as milestones in a student’s academic journey, bring with them a mix of excitement and stress. For students, they represent an opportunity to prove their knowledge, move up to higher grades, and fulfill the expectations of parents, teachers, and society. However, in Kashmir, where the education system is deeply intertwined with the aspirations of families, the pressure to perform often becomes overwhelming. The pursuit of high marks in annual examinations is seen as the ultimate measure of a student’s capability, a mindset ingrained in both the educational system and the larger societal framework.
This marks-driven culture, while fostering competition, often exacerbates stress among students. The constant pressure to outperform peers can take a toll on mental health, sometimes leading to anxiety, exhaustion, and, in extreme cases, tragic outcomes. This situation is compounded by the weather conditions in Kashmir, which can be harsh during the examination period. Students, already dealing with the pressures of academic success, are also faced with the physical challenges of extreme cold, inadequate heating, and limited access to resources, further adding to the strain.
The recent introduction of the National Education Policy (NEP) 2020 offers hope for a shift towards a more holistic and student-friendly approach. The NEP envisions a system that evaluates student’s not just on academic achievement but also on skills, creativity, and overall development. It advocates for a departure from traditional rote learning and encourages a more inclusive, supportive examination environment. Yet, the prevailing culture in Kashmir continues to place a disproportionate emphasis on exam scores, limiting the scope for alternative evaluation methods.
It is essential for both parents and educators to recognize that the true potential of a student extends beyond the marks they achieve in a single examination. While academic excellence is important, it is equally crucial to value extracurricular activities, co-curricular engagements, and personal development. Skills such as critical thinking, problem-solving, leadership, and creativity are integral to a student’s overall growth and should be nurtured alongside academic knowledge.
Furthermore, it is important to acknowledge the unique challenges that students in Kashmir face. The region’s difficult climatic conditions, coupled with the infrastructural limitations, require a resilient and adaptive approach to education. The Director of School Education Kashmir recently suggested that exposing students to such challenges can help build resilience and adaptability, important qualities that will serve them well in the future. This is true, it is essential to ensure that students are not grown up as fragile young minds who are unable to cope with the climatic conditions. It is important to realize that we live in a region where winters have traditionally been harsher and bring lot of challenges.
As responsible educators, parents, and members of the community, we must strive to create an environment where students feel supported and motivated. The annual examination should not be a time of stress and fear but rather a moment of reflection, growth, and learning. By adopting a more student-centric approach, we can help reduce the pressure on students, making examinations a more positive and enriching experience.
The annual examination session in Kashmir offers an opportunity for the entire education system to evolve. The transition to a more liberal and supportive model of evaluation, as outlined in the NEP-2020, has the potential to foster a generation of students who are not only academically competent but also emotionally resilient and well-rounded.
Let us focus on nurturing the abilities of our students, encouraging them to pursue their passions and talents, and creating a stress-free environment where they can truly thrive. The goal should not be to measure success by the marks on a paper, but by the holistic development of each individual.
(Author is an independent columnist and academician. He can be reached at: [email protected])
