By Albert Thyrniang
Recently, during the budget session of the Meghalaya Legislative Assembly, Ardent Basaiawmoit criticized the policy of the Meghalaya Board of School Education (MBOSE) of increasing the pass percentage without any justifiable reasons. Press reports did not specify the policy but it is publicly known. According to MBOSE rule, in the Secondary School Leaving Certificate (SSLC) examination a candidate who clears any five of the six subjects is declared passed. In other words, a student is affirmed passed even if he fails in one of the six subjects. The failed subject can be Mathematics or Science. Earlier students needed to compulsorily pass these two subjects. Now the only compulsory subjects are English and Modern Indian Language (MIL).
Before further discussion a word on the benefits of science and mathematics would be enlightening. Proficiency in numeracy, figures and calculations is invaluable in any field. Analytic and synthetic skills are also required in life and are acquired through mathematical education. Science and mathematics also enable individuals to develop problem solving skills. A certain Daniel who posted in getsmaart.com wrote, “The skills gained from studying science and maths are versatile and transferable and are applicable to any profession; a foundation in science and maths can lead to a huge variety of career options in all sectors, beyond those that might be predicted. Science and maths are obviously relevant to many science-related jobs, such as engineering, information technology, medicine, psychology, sports science, music technology, animal health, forensics or astronomy, but they are also significant to working in banking, journalism, teaching, television, marketing, law, photography, art restoration, media and film production, to name but a few.”
It is accepted that all need not take up science and commerce after class X. However, a minimum knowledge of science and mathematics is handy for whatever stream a student might opt later. It is advantageous in whatever profession a person chooses. Moreover, more than the utility aspect, a minimum of mathematics and science education is universally desirable. It is necessary for a scientific temper. This scientific temper is considered part of a general culture and civilized life. This has to be nurtured and developed in the students’ mind right from primary school onwards. The government, through MBOSE, has played down the importance of this significant culture in the students. If there is scientific temper in our society we would not have had cases of witchcraft and the ugly reactions of assaults, vandalism, burning of houses, feeding of animal excreta, lynching and murders. These horrible cases will continue to occur in a society with no scientific temperament.
The system has led students to take important subjects like Mathematics and Science lightly. They are certain that even if they fail in one of the subjects they can still get through. A majority of the student community does not look to excel in these two subjects. Thus the HSPDP MLA observes that the policy does not help the students in the long run. This is a correct observation. My own experience and that of others informs that most science and commerce students in the state at the higher secondary level, opt for Mathematics as optional subject. This means they give least importance to the subject. They do not know that they cannot excel in physics, chemistry or even accountancy without mastering ‘the queen of science’. Thus many drop out of science course after the first year. Even those who succeed at the higher secondary level do so without shining in mathematics. Thus there are very few who go for the combination we call as PCM (Physic, Chemistry, and Mathematics) at the degree level. This explains the acute shortage of science and mathematics teachers in the state.
There is a need for change in attitude. It is argued that all cannot do well in mathematics and science. There is aversion for the subjects. We see mathematics as formulae unrelated to reality, a jumble of incomprehensible symbols dismissed as irrelevant. A fear for mathematics among students is common. Our own personal experience has told us that science and mathematics are difficult. Unfortunately MBOSE has reinforced this message by its policy. It has endorsed this perception officially. The perception is wrong. It is a myth that should be drilled out of our minds. Of course, the subjects are not easy either. But students have to be motivated that they can succeed. A conviction that every student, rural or urban can at least pass in mathematics and science has to be there in all teachers. Nothing can be achieved by avoiding reality. A bull has to be caught by its horns. The widespread, deep-rooted fear of the subjects has to be overcome by making them an inseparable part of education. Www.timeshighereducation.com of June 30, 2011 reported that four to five scientists in the UK admitted to having early difficulties with mathematics. One confessed that he was variously “challenged by maths” and was “mathematics-phobic”. The report also mentioned that a Nobel laureate described himself as “hopeless at maths” but was rewarded by persistence. The message is clear. To ease the pressure Mathematics has to be made relevant and enjoyable. The advent of smart classrooms may help.
Another obstacle to be overcome is severe shortage of science and mathematics teachers in the state. In many schools in rural areas there are no qualified science and mathematics teachers at the primary, upper primary and secondary levels. I know for a fact that many secondary schools in rural areas do not have teachers for science and mathematics. Then how do we expect them to score pass mark in SSLC examination? They struggle in the two subjects because of denial of opportunity, not because of inability. This is not an excuse for making mathematics and science optional. Passing these two subjects should be insisted on all the more so that in 15 to 20 years we will have sufficient qualified mathematics and science teachers at the LP level at least. This is call foresight. Sadly, we have no visionaries in the state.
High rate of teacher absenteeism, which is hugely responsible for poor education, is a curse that can be easily dealt with if there is a will. The government is aware of it, the education department knows it, DSEOs in all the districts see it but no but wants to fix it. NGOs who claim to work for the welfare of the people too are very familiar with the menace but rarely pay any attention. In many rural government LP schools, teachers only teach for a couple of days in a month. The trend continues up to Upper primary and secondary school levels. In such a scenario we don’t expect students to learn mathematics. But no one cares. No one lifts a finger to challenge the obvious mal-practice. At every annual examination students are given more than pass marks. MBOSE too does the same. All have no complaints.
The MBOSE policy is a short cut to success. It is a short sighted measure. It is a temporary success strategy that brings no solution. It is not a remedy for poor education in the state. It is not a boast for good quality education. It is, in fact, counter-productive. It lowers the quality of the education in the state. The government, instead of improving the quality of education has resrted to this short cut. This is a cosmetic change, an easy, nay, a lazy way out. Due to poor results you just wave off a crucial subject. Everyone rejoices at the good/improved pass percentage but the quality regresses. An overhaul of the educational system is needed not a facial make up. It is the duty of the government to provide good education in science and mathematics to all students all over the state. It is unfortunate that due to its inability to do so a defective policy has to be implemented.