In Kashmir, the traditional October-November exam sessions were not merely a routine but a well-thought-out strategy, considering the climatic conditions that define this part of the world. However, with the advent of a March exam session, schools find themselves caught in a web of competing priorities that threaten the academic rigor that was once the hallmark of the region’s educational system.
The calendar now brims with book fairs, annual days, sports activities, and a myriad of extra-curricular engagements that sprawl throughout the academic year. While these events undoubtedly enrich the school experience, they also encroach upon precious academic time, leaving educators grappling with the challenge of completing the syllabus within a condensed timeframe.
The consequence is a rushed academic schedule, where the focus shifts from quality to quantity. Schools, driven by the need to meet deadlines, are compelled to accelerate the pace of syllabus completion, often resorting to a chapter-a-day approach. The question that looms large is whether this breakneck speed allows students to absorb and comprehend the material adequately.
The October-November exam schedule, born out of necessity, not only accounted for climatic conditions but also provided a balanced and unhurried academic calendar. It allowed students the time to delve deep into their studies, fostering a more profound understanding of the subjects. The winter vacations served as a rejuvenating break, preparing students for the challenges ahead.
The introduction of a March session, while well-intentioned, raises concerns about the pending syllabus and the toll it takes on both students and educators. The urgency to complete copies and submit them for checking has become the singular focus, overshadowing the holistic educational experience that schools in Kashmir were once known for.
It’s imperative to strike a balance between the cultural, climatic, and academic needs of the region. Perhaps a reevaluation of the academic calendar, incorporating the strengths of both the old and the new, could provide a more comprehensive solution. Maintaining the essence of the traditional October-November sessions, while addressing the demands of a modern, event-packed curriculum, might offer the equilibrium needed to restore the richness of education in Kashmir.
