THIS is apropos the letter ‘A-Level students’ woes’ (July 21) by Ahmed Hasan Ansari. Having an A Level background myself, I understand where the writer is coming from and I empathise with him.

The writer mentions that entry tests prove to be quite an obstacle for engineering students, but for those pursuing medical fields, too, it is far from easy. The vast difference between the syllabi of A Level biology and that of FSc leaves one astonished and worried as to how he might study (read cram) such a lengthy syllabus in a short period of time for even a chance at getting into a medical university.

I too had to join a tuition centre for help with the syllabi. The thing I find shocking is that the very idea of rote learning is so deeply-rooted in the psyche of the students and teachers that the mere idea of solving the question otherwise strikes as odd or unbelievably hard to them.

I have seen it with my own eyes at my tuition centre where simple A Level questions were cited as too hard by the students. Not only are the syllabi of FSc too lengthy, the approach with which the students tackle them is at fault too.

It indeed seems as if the universities look for those who ‘cram the best’. It is disheartening for A Level students.

What is needed here is a complete change of the system where conceptual approach is valued far more than the ability to cram limitless data into the mind without knowing why it is there. I realise the change may be slow to come, if it is to come at all.

The authorities must establish a standard test with a specified and revised syllabus (with much of the unnecessary content removed) aimed at finding those who understand, not cram. Nevertheless, I urge the authorities concerned to look into this matter.

Amna Muneer

Karachi

Published in Dawn, July 28th, 2014