Imtihan Par Kshan Bhar

Here's a comprehensive summary of the Jain text "Imtihan par Kshan Bhar" by Vishwambhar Vyas, based on the provided pages:

The article "Imtihan par Kshan Bhar" (A Moment on Examinations) by Dr. Vishwambhar Vyas critically examines the state of examinations in Indian universities, highlighting widespread dissatisfaction, malpractice, and a loss of educational purpose.

The Core Problem: Student Unrest and Examination Malpractice

The author begins by recounting an incident where a senior university lecturer was subjected to student violence for upholding honesty during examinations. This, he states, is not an isolated event but a common occurrence. He questions the necessity of examinations in their current form and the need to find new approaches.

Student dissatisfaction in universities is attributed to various factors, with student council elections and examinations being the most prominent. The past decade has seen student unrest escalate, often manifesting as vandalism, violence, and arson. The article also notes the concerning illegal entry of political parties into university campuses, particularly in the Hindi-speaking belt (Bihar, Uttar Pradesh, Delhi), which has gained a notorious reputation for student agitation. Even minor issues can trigger widespread protests and destruction, as seen in cases related to reservation policies.

The Deterioration of the Examination System

Vyas highlights the stark reality that examinations are often conducted and results published with significant delays, while the actual study process is neglected and even discouraged. He points to Bihar's universities as an example, where academic sessions are reduced to a mere 40-80 days of actual teaching due to student protests, vandalism, and attacks on university officials. In this environment, the very purpose of examinations is lost, making them an "inescapable evil."

Widespread Cheating and its Consequences

The article details rampant cheating, with Meerut University cited as a place that has set "unique benchmarks" in this regard. Reports of collective cheating across 53 examination centers in Meerut and Bulandshahr are described, where students forcibly snatched answer sheets from invigilators before they could be distributed. The prevailing atmosphere was such that no one dared to question the students. Students took answer sheets home or relied on pre-arranged solutions. The free use of notes and books was commonplace, and some professors openly assisted students, while honest ones watched the "uncontrolled chaos" with fear and anxiety.

Official Indifference and the Escalation of Violence

Despite being aware of these situations, Vice-Chancellors often remained indifferent, viewing the cancellation of examinations as detrimental to their interests. However, the media's relentless reporting of these malpractices led to the cancellation of examinations at approximately 23 centers. This decision was met with further student unrest, culminating in the burning of Meerut College and a post office. Even female students joined in the "sacred ritual" of collective cheating, arguing that it shouldn't be solely a male prerogative. The article notes that similar scenes were repeated in most Bihar universities, with a slogan emerging: "Government made by theft, we will pass by theft."

The Loss of Purpose and Search for Alternatives

The author laments that the hope for improvement after India's independence has not materialized, and even national thinkers like Jayaprakash Narayan have expressed concern over the deteriorating education system. Jayaprakash Narayan emphasized the need for a complete overhaul of the education system, reminding students that addressing malpractices in examinations was a key issue in the 1974 movement.

Vyas questions the fundamental purpose of examinations, which he identifies as testing memory, expression, and occasionally, decision-making. He observes that contemporary examinations primarily focus on memory, neglecting the crucial aspect of decision-making. When students attempt to express their own opinions, examiners often disregard them. Universities have been reduced to mere examination centers focused on conducting tests, arranging for marking, and publishing results.

Failed Attempts at Reform

The article acknowledges that discussions and efforts to reform examination methods have taken place. Committees have been formed, seminars held, and new methods explored. The adoption of "objective tests" was an attempt to curb cheating, but this method is also not considered foolproof. "Open book examinations" were considered, but their effectiveness in assessing memory and decision-making is questioned. The "question bank" system was implemented by several universities with limited success. More recently, "internal assessment" has gained prominence, increasing the number of tests but failing to achieve desired outcomes. The system of awarding 20% internal marks is criticized for inviting a "ridiculous yet interesting competition" for marks.

The author concludes by suggesting that educational authorities and experts are now seeking a method that discourages study and facilitates the easy conduct of examinations.

Concluding Philosophical Quote:

The article ends with a Jain quote from the Uttaradhyayana Sutra (11.3): "A disciple who does not follow commands, who speaks without thinking, makes even a mild-natured guru angry." This quote subtly links the disrespectful and undisciplined behavior of students towards their educators and the educational system to the breakdown of order and integrity.

In essence, "Imtihan par Kshan Bhar" is a stark critique of the degraded state of examinations in India, characterized by student unrest, widespread cheating, official apathy, and a fundamental loss of the educational purpose of assessment. The author calls for a serious re-evaluation of the system and a search for meaningful alternatives.