THE downward spiral of our college education system witnessed a new low when last year’s Higher Secondary School Certificate examinations held in Karachi became mired in complete depravity.

A committee was constituted a few weeks ago to probe the matter, and its report revealed multiple malpractices: destruction of crucial evidence during the investigations, alleged replacement of answer books, manipulation of award lists, and non-compliance with procedures to maintain the sanctity of the exam process were some key findings.

The probe also found procedural-level malpractices in the financial affairs of the Board of Intermediate Education Karachi. Students impacted by this controversial test process are still running from pillar to post for a satisfactory answer, with many being extremely concerned about receiving less-than-expected marks. In a recent development, the Sindh caretaker chief minister formed another committee to investigate this disaster. What is most disappointing is that the examination system is not subjected to the overhaul it desperately needs.

Traditionally, the advent of summers marks the end of a college academic year. When the schedule of examinations is announced, media reports and complaints about widespread cheating begin pouring in. In several suburban locations of Karachi, routine complaints of the late arrival of examination material and the shady performance of invigilators cast a long shadow over the transparency and supervision of the exams. Concerned citizen groups, media personnel and some political parties raise their voice over these issues, but the authorities pay no heed.

The examination system needs an urgent overhaul.

The prevalence of the cheating culture is not the failure of educational institutions and examination boards alone; it highlights the overall breakdown of values in our society. Many incidents have shown people facilitating the supply of cheating material. A sizable number of them believe that the means to secure the end — a certificate and high scores — matters little. Briefly, they believe that sowing the seeds of corruption in young minds does not matter. Therefore, it is no surprise that when these youngsters grow up and enter professional life, they, too, end up promoting corruption.

Board exams are the final stage of an integrated system of education here. If the curriculum is delivered improperly to students, timely checks are not carried out and regular performance enhancement drills not conducted, there is only a limited chance that students will take tests with confidence.

Stakeholders associated with education are dogged by scandals and controversy; overall routines are seldom followed in the hiring of teachers and the timely printing of textbooks. Little is done to address the existence of ghost colleges and missing teachers. The list of aberrations is long. Despite countless donor-funded programmes and much-trumpeted corrective actions, the edifice of school and college education rests on weak foundations. Conducting examinations in a dubious manner accrues only to the fraudulent intentions and collusion of the education establishment, teachers, political forces and local activists. Merit and fair play stand defeated.

The impact of this dismal management ranges from poor human resource development to the domination of students from private and foreign examination boards at the very beginning of career development. Reputed universities and institutions have stringent measures, including entrance tests and interviews, to assess admission seekers. Unsurprisingly, students who violate ethics feel the effect of their wrongdoing throughout their lives. While weal­thy children survive for obvious rea­sons, ordinary ones suffer a dear­­th of opportunities that would otherwise have been ach­ievable through a merit-based system.

The provincial government, which controls the boards and universities, must constitute a steering committee of acclaimed educationists to oversee the examination process and use digital tools as well as observe complete secrecy in allocating answer books. Assessments must be conducted by at least two examiners for each answer book.

If and when the credibility of examination system is restored, it will have far-reaching results, such as enabling students to build pressure on teachers, coaching centres and college managements to teach and perform their duties competently. This rise in competence and attainment levels will boost human resource development, reduce corruption, ensure progress in various social and economic sectors and initiate a trickle-down effect in society. With a new government to be inducted into power soon, reforms in the examination system should feature as the main task.

The writer is an academic and researcher based in Karachi.

Published in Dawn, February 8th, 2024