“Education is the backbone of a nation”—we repeat this oft-heard saying so easily that perhaps we do not always appreciate its depth.
The seeds of a nation’s strength, intellect, morality, and leadership for the days ahead are sown in its educational institutions. How firmly that nation will advance toward the future depends to a great extent on its backbone, namely, its education system.
But what would the picture look like if that very backbone became infected with neglect, irregularities, and a loss of trust? If allegations of irregularities, negligence, and inconsistencies continue to arise concerning the process of preparing the results of an important examination within that education system, there is certainly ample reason for concern and anxiety.
This year, a large number of students applied for re-scrutiny of the results of the SSC and equivalent examinations. Following the re-scrutiny, 4,585 students who had initially failed were declared successful, while 3,079 students newly obtained a GPA-5. Marks were changed for 56,259 students, and grades or GPAs were changed for 27,836 students.
The question is: why was such a large number of corrections necessary immediately after the results were published? An even bigger question is: if the errors were so widespread, where does that leave the reliability of the initial evaluation system? Human beings are not infallible.
That is precisely why a re-scrutiny system exists. Nevertheless, if re-scrutiny regularly results in changes to the results of such a large number of students, it must be understood that there are serious weaknesses somewhere in the primary evaluation system.
There is further cause for concern. Allegations have emerged in the Chattogram Education Board of discrepancies between the marks awarded in answer scripts and the published results.
An allegation that an answer script containing zero marks was shown as having received 45 marks in the published result has come under investigation. In the Rajshahi Education Board as well, allegations have arisen that examiners were summoned after re-scrutiny and pressured to recheck answer scripts and increase marks.
The truth of these allegations will certainly be established through investigation. But is the very fact that such allegations are being made not enough to cause serious unease? A student waits for the results after ten years of study, and a single error in evaluation can alter the course of that student’s higher education. A change of even one mark can, at times, change the trajectory of an entire life.
What do we see in the developed world? The evaluation of high-stakes examinations is not left solely to individual examiners. Instead, there are systems for examiner training, clearly defined assessment criteria, quality checks using sample answer scripts, second-level reviews, technology-based processing of results, and additional verification in cases of unusually high or low marks.
The system is designed in such a way that the mistake or dishonesty of a single examiner cannot become the determining factor in a student’s future.
Therefore, strict quality control in answer-script evaluation, accountability for examiners, digital auditing, the use of technology to identify anomalous results, and independent oversight mechanisms must be established.
If deliberate irregularities are proven, exemplary punishment must also be ensured.
The painful reality is that, after failing to achieve their desired results, several students have tragically died. For this reason, those concerned must consider how to ensure that no student is unjustly deprived of their future because of an error or irregularity.
If neglect and irregularities have already begun to rot the very foundation of the backbone called education, then what is the use of merely introducing a new curriculum, changing examination methods or policies, or forming an education commission?
In other words, to dispel the dark shadow of distrust that has gathered over the education sector, what is needed is not merely a perfunctory investigation, but a genuine effort to uncover the root causes, hold those responsible accountable, and undertake credible reforms throughout the entire evaluation system.
Let us not forget that an examination script contains more than just marks; it also contains a student’s dreams. Betraying those dreams cannot be tolerated under any circumstances.