The low pass percentage (61.11 against 76.89 percent in last year) of Higher Secondary Exam-2015 conducted by Council of Higher Secondary Education Manipur (COHSEM) received mix responses from various walk of life.
Reacting to Imphal Times in this regard, ex-MLA, Dr Nimaichan Luwang said that pass percentage of 61.11 is considerably low nowadays. It will only indicate the standard of teaching. He however congratulates the students who have passed the examination.
“It is again very frustrating for the government in the sense that the students of private schools (68.34) are doing much better than the students of the government schools (45.78),” he said.
While, thanking state Education Minister Moirangthem Okendro for taking up measures to ensure free and fair examination, Aheibam Koireng Singh, Assistant Professor, Centre for Manipur Studies, Manipur University said that it would all be more better if he could assure for better pass percentage in the subsequent years by making all out effort towards the desired direction for improving the education system in the state.
However, social activist, Lokeshwor Heisnam took a different turn and asked that what does low percentage means in the present context? It is simply good examination without imparting good education. There is a large lacuna between the killing side and nurturing part.
“I can’t find even a single local reason to feel happy about the result. Many are feeling happy because of this new seemingly hopeful trend. But, butchering only the culprits are not the way to claim the system as the ultimate and best one,” he added.
The rapid changes and increased complexity of today’s world present new challenges and put new demands on our education system, There has been generally a growing awareness of the necessity to change and improve the preparation of students for productive functioning in the continually changing and highly demanding environment.
In confronting today’s challenging education system, it is necessary to consider the complexity of the education system itself and the multitude of problems that must be addressed, Social activist, Abujam Umapada Luwang, pointed out that no simple, single uniform approach can be applied. Any strategy for change must contend with the diverse factors affecting the education system.
As we consider these problems, we become increasingly cognizant of the various possibilities of using concepts and methods of the study of complex systems for providing direction and strategies to facilitate the introduction of viable and successful changes, he said.
Further he added that the goal of education is viewed as the transmission of knowledge by the teachers to the students while its goal is facilitating students’ autonomous learning and self expression. Whether it may be convergent or divergent teaching the learning achievements of students must be measured by standardized tests.
