Wednesday,
April 30, 2003, Chandigarh, India
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Entrance tests: new flaws creep in This refers to the editorial "PMT racket" (April 22), up to the mid 1980s, admissions to medical and engineering colleges used to be based on merit of the students in their pre-professional class. However, the mechanism of entrance tests for admission to professional courses was necessitated while addressing certain problems of the education system such as rampant copying, non-uniformity of the 10+2 syllabi of different school boards and varying evaluation standards. Under the conditions, it had become difficult to differentiate between genuine merit and a fake one. The introduction of entrance tests was welcomed by all, hoping that these would end biased entries into professional courses in colleges and universities and deserving students would not suffer. Unfortunately, with the passage of time the whole effort has degenerated into a mode of money fleecing at the hands of certain agencies almost turning into education mafia. It has resulted in an agonising exercise for students as well as parents. Over the last few years, there has been an alarming increase in the number of entrance tests a student has to appear in. All this is being done by various organisations and universities in the name of creating their own resources of income and this is a direct fallout of the fact that institutions of higher education have been starved of essential funds for long by the respective governments. Ironically, the affairs of higher education are dictated here by those who have neither an understanding nor interest in higher education high on their list of priorities. In the process, the students get the impression that they can fight the battle of entrance tests only if they join some coaching academy where they are made to prepare largely the objective-tests based on multiple-choice questions (MCQs) which curtail thorough reading. During the whole cycle, they have hardly any time for self-study. Another casualty is the sanctity of classroom culture which I, as a teacher, believe has no substitute. At the same time, teaching has to be made as strong as it used to be in the past so that a complete takeover by teaching shops is prevented. |
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