|
Grace marks: an unnecessary 'giveaway'
Karachi, Jan 29, 2008: The concept of grace marks was introduced in 1962 soon after the
Bombay syllabus taught in Sindh was replaced by Punjab syllabus in educational
institutions all over Sindh.
With the discontinuation of the Bombay
syllabus in Sindh, the standard of education gradually started declining. The
combined North and East Punjab syllabus was introduced in Sindh and this merger
resulted in the degradation of the education system in Karachi. The Bombay
syllabus was being taught in the city as early as the 50s and under this system,
the combined exams of class nine and 10 were taken. This consisted of eight
subjects and it was mandatory to pass all of them. Therefore, if any student
failed in one subject, he/she was entitled to reappear in the entire examination
next year. Thus, there was no system of giving additional marks to the students
back then.
The Bombay syllabus continued till 1960 till the separation
of Sindh from Bombay and a one-year extension was given to the students and
faculty so that they could adjust to the Punjab syllabus. Though Sindh was
politically separated from Bombay in 1961, it continued practicing the old mode
of education in the institutions. In 1962, after a commission report by Mohammed
Sharif, the then Federal Secretary Education, this system was merged into Punjab
and till that time, the concept of grace and additional marks was not known.
During Ayub Khan's tenure, Sharif was assigned to form an education policy,
which was the first-ever education policy. Under this policy, the system of
education was categorised into four parts: primary, secondary, women and an
education policy for the disabled. During that time, educational boards in other
provinces were established with Sindh being the only province where an
educational board was already in place.
In 1966, the concept of
supplementary along with compartmental exams was introduced, and any student who
failed in more than two papers had to appear in the supplementary exams while
students failing in one or two papers were supposed to attend compartmental
exams. Even then, grace marks were not introduced. After implementing the Punjab
mode of education in Sindh, the total number of examination papers increased to
10 and the students who did not clear all papers had a chance of appearing once
in the supplementary/compartmental exams. If he/she failed in that, then he/she
had to reappear in all the 10 papers next year.
The education policy
changed in 1972 when grace marks were introduced in examinations. At that time,
it was only for practical exams and not theory. This inconsistent education
policy was one of the major reasons that resulted in the deterioration of
education system in Pakistan.
With the passage of time, students were
given three chances to appear in the supplementary exams. If they failed to
clear them (all three chances), they would get another chance to reappear in the
exams next year. Along with this, grace marks were included in the papers as
well. Earlier, a total of 11 marks were awarded for failing in two papers, five
and six marks for each paper respectively. Later, the grace marks were reduced
to six marks only, that is, three in each subject. It must be noted here that
any student failing in one paper would not get all the six marks for it.
Instead, he/she had to take supplementary exams.
However, the Chairman
Board of Intermediate Secondary Education (BIEK), Anwar Ahmed Zai opposing the
awarding of grace marks to the students, said an exam is fair competition
between students and awarding "charity" marks is not justified.
Filza
Feroze, an ACCA student, said that awarding grace marks is tantamount to killing
his/her talent and is unfair to the deserving students. Lamis Irfan of St
Michael's Convent School, commenting on the grace marks, said that students
should not only pass exams to get a degree but should take them to increase
their capabilities and knowledge. A student from PAF-KIETS University, Midah
Najmi, said that if the students here want to compete with students in other
parts of the world, they must not take education for granted.
Although
the concept of grace marks was opposed by many of the participants in the
Inter-Board's Chairmen Committee, some still feel that this system should stay
in place, as, according to them, it is a tradition that can not be changed
overnight. They need time and campaigning to convince all stakeholders. The News
|
