M A Hossain,
The decision to cancel the postponed Higher Secondary Certificate (HSC) and equivalent examinations has sparked a wave of mixed reactions among students, educators, and policymakers in Bangladesh. This decision was taken in response to the mounting pressure from student protests, some of whom demanded that their exam results be published based on the subjects already examined, using a method of mapping the postponed subjects with their corresponding Secondary School Certificate (SSC) exams. The controversy surrounding this decision brings to light several critical issues that could have lasting implications for students’ academic and professional futures.
The cancellation of the postponed HSC exams comes after a period of significant unrest. Initially scheduled to commence on June 30, the exams had already seen several delays due to various reasons, including a broad student movement that started as an anti-discrimination protest. The movement gained momentum and was eventually seen as part of a larger public outcry, leading to the postponement of the remaining exams multiple times. Despite the government's efforts to reschedule, including a decision to resume exams from September 11 with adjusted question papers, continued protests by students who were unprepared, some of whom were receiving medical treatment for injuries, led to the eventual cancellation of the exams.
The decision to cancel the exams has not been met with universal approval. While some students and parents expressed relief and satisfaction on social media, a significant portion of the student body and educational experts voiced concerns about the long-term impact of such a decision. The fear of a "mass GPA-5" scenario has been a particular point of contention. Many believe that the automatic promotion of students without completing the full examination process will undermine the meritocratic nature of university admissions and, subsequently, the job market.
Moreover, there is a broader fear that this decision could set a precedent for future educational policies, potentially leading to a devaluation of academic qualifications. For students, especially those who have worked hard to prepare for these exams, the decision feels like an erosion of their efforts and achievements.
Education researchers and teachers have raised alarms about the potential long-term consequences of this decision. According to these experts, the cancellation of exams could lead to several complications in the academic and professional careers of students. The primary concern is that results announced without full exams might lack the rigor and credibility required for university admissions and future employment opportunities.
In Bangladesh, university entrance exams are highly competitive, with specific score requirements that are often cumulative, including results from both the SSC and HSC. Without a complete set of HSC exam results, students may find it difficult to meet these requirements, which could limit their options for higher education. Furthermore, the lack of comprehensive exam results could create disparities among students, especially when it comes to applying for competitive programs where every point counts.
Moreover, from a psychological perspective, the idea of passing without completing exams might diminish students' confidence in their abilities. This could have long-term effects on their academic motivation and career aspirations. Education experts argue that while the immediate decision may appease some students, it could ultimately do more harm than good by lowering academic standards and expectations.
The government, represented by Education Adviser Professor Wahid Uddin Mahmud, has acknowledged the complexity of the situation. During a press conference, he noted that the number of HSC candidates in the country, approximately 12-13 lakh, makes it difficult to ascertain whether the opinions expressed by the protesting students represent the majority. He also highlighted the ongoing challenges, such as ensuring the security and confidentiality of exam materials, which have contributed to the decision-making process.
However, the government has also indicated that the decision to cancel the exams is not final and will be revisited after consultations with the examination controllers of all education boards. This suggests that there may still be room for alternative solutions, such as giving students more time to prepare or shortening the syllabus, rather than outright cancellation.
The involvement of students in the decision-making process has been both a strength and a weakness of this situation. On one hand, the student protests have demonstrated the power of collective action in influencing policy decisions. On the other hand, the demands made by some students—such as canceling exams altogether—have been criticized as being short-sighted and driven more by emotion than by rational consideration of the consequences.
The case of Sarjis Alam, one of the coordinators of the anti-discrimination student movement, is illustrative of the complex dynamics at play. While he argued that the decision to cancel the exams was irrational, he also acknowledged the legitimacy of the students' concerns, particularly those related to the mental and physical well-being of injured students. This highlights the need for a balanced approach that takes into account both the immediate needs of students and the long-term implications of educational policies.
The decision to cancel the postponed HSC exams has brought to the fore the delicate balance that must be struck between accommodating students' needs and maintaining the integrity of the education system. While it is crucial to address the immediate concerns of students, especially those who have been affected by the recent unrest, it is equally important to consider the long-term consequences of such decisions.
Education experts and policymakers must work together to find a solution that upholds the standards of academic rigor while also being responsive to the current challenges faced by students. This could involve exploring alternatives such as extending exam preparation time, shortening the syllabus, or even offering special considerations for students who are genuinely unable to take the exams due to illness or other valid reasons.
Ultimately, the goal should be to ensure that students are evaluated fairly and comprehensively, so that their academic achievements are recognized and valued in the years to come. The ongoing discussions and decisions surrounding the HSC exams will not only impact the current batch of students but will also set a precedent for how similar situations are handled in the future. It is, therefore, imperative that these decisions are made with careful consideration of both immediate and long-term consequences.
This article published at :
1. The Country Today, BD : 26 Aug, 24
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