It is generally perceived that high scores in exam is a must for a successful life, but marks do not decide our destiny, say achievers who did well in life despite performing average in exams
JAY JOSHI
The results for exams of class 10 and 12 were declared recently, and news stories from two extremes highlighted a long running debate. One story stated that a student from Chattisgarh ended his life after scoring what according to his expectations were poor marks. Following this, an IAS officer posted in the state shares his own marksheets, revealing that the officer had scored 44 percent and 65 percent in class 10 and 12 respectively. “ Today I read a shocking [piece of] news in [a] newspaper that one student committed suicide because of unexpected result in the exam,” he wrote on a social networking site. “I appeal to all students and their parents not to take the result very seriously! It’s just a number game. You will get many more chances to prove your calibre.”
On the other hand, a mother from Delhi congratulated her son on scoring 60 percent in CBSE class 10 board “Super proud of my boy who scored a 60 percent in Class 10 board exams. Yes, it is not a 90, but that doesn’t change how I feel.” wrote the mother, wishing success to others like him, who she termed as ‘fishes who are asked to climb trees.’
The two news reports have brought into focus a host of questions: how much do marks really matter, and ho tackle less scores. TG Life spoke to a number of people who despite having average scores in exams, achieved success in life.
“I scored 48percent in class 10 and 52 percent in class 12,” informs Varad Giri, a former scientist at Bombay Natural History Society, and presently director at Foundation for Biodiversity Conservation in Kolhapur. “Marks do not shape your life, the will to work hard and persevere does,” says Giri.
“I think students today face a certain pressure from parents as well as society at large to score high. In some cases, parents try to fulfill their own goals through their kids. This cannot be,” says the former scientist. “Also, medical or engineering cannot be the only choices before a student. One has to identify one’s talents and strengths. Parents too need to consider the passions and aspirations of the kids, and guide them accordingly,” avers Giri.
Young Goan entrepreneur Jason Fernandes, who went on to study at University of Texas despite difficulties such as dyslexia and ADHD also holds a similar view. “From personal experience I think how one does in school or college is a poor predictor of how one may perform in a professional setting,” says Fernandes, who is currently COO and co-founder, at AEToken, a blockchain technology-based firm that operates out of Malta.
“There seems to be a rather strong emphasis on grades from parents, teachers and indeed society at large, students imbibe this and end up thinking that if they are poor students, the rest of their lives aren’t going to be any better. There is also a high penalty for failure in Indian society. There needs to be a fundamental shift in education toward a more holistic view of students strengths and weaknesses, only when students are encouraged to fail without consequence will they be more open to taking risk and experimenting to learn what it is they can truly excel in,” says Fernandes.
On the other hand, Chandralekha Patil, a teacher from SS Angle Higher Secondary School, Mashem, Canacona underlines why high percentage matters, and why teachers must urge students to perform well in studies. “Being a teacher in a rural school, I feel that percentage matters when students are applying for any professional courses.That said, students should be encouraged to perform according to their own capacity,” says the teacher.
“We push students who are good in academics to perform even better, and for those who are not as good in studies, we must identify their skills and examine what are the avenues available for them to utilise these skills,” she states.
Urjita Damle, who cracked the Company Secretary exams despite average scores in class XII Commerce, also believes that social pressure for high academic performance is misplaced. “Firstly, the education system needs to understand that everyone has a different set of skills.
Secondly, corporate world judges you based solely on your performance, and not on your academic score. Instead, it is the society in general that shows interest in marks. This is not exactly required,” says Damle, who today works as a company secretary in Mumbai.
