In part II of this two-part blog, I shred the contents of a grade 12 chemistry paper the students took last month. It's full of mistakes showing how little attention to details the examiners and board have paid in creating it. The contents also show how the syllabus has NOT been revised and updated at all to reflect newer practices and topics that have evolved over the last few decades etc., indicating how the whole point is just to put the students through a wringer.
A look at how the board managing the grade 12 examinations have failed the students. The examinations, originally slated for May, was cancelled and, finally, in October, rescheduled for November. The examination, supposed to consist of questions papers in the new format, did go ahead in spite of the student not having seen any sample papers prior to it.
What's more, analyzing the chemistry paper, it had some major issues. The whole exercise, as far as I am concerned, has amounted to putting the students through a wringer.
Nepanglish is Nepal's very own English, but it's a little beast of a language. It inflicts a lot of harm in many children, holding them back. If we are to improve the quality of our education, we must do away with Nepanglish and use and teach English English.
Even NOW as someone who majored in and taught chemistry, were I to pretend to be a grade 11 or 12 Science student in Nepal and take their Chemistry examination, I will likely not get a good grade. I wouldn't be surprised if I even fail. The reason? The questions are just completely off and what is expected as responses are also ridiculous.
What many in Nepal still struggle to understand is that if we teach students how to think, they can learn, on their own, ways to commit to memory what they must to pass examinations, something I am trying to get across in my teacher education program.
A glimpse into post-secondary school education in the country through a student's notebook and an examination paper. The two make very little sense. But that's post-secondary education in Nepal for you. No wonder we fail a vast majority of our students.
To improve a system, just introducing a change is, of course, insufficient. The nature of the change and how it's implemented is as equally important, if not more important. But that, I argue in this Kantipur FM commentary, is missed by those steering the transformation of our education system in Nepal.