Recently, I conducted a teacher training session at a reputed school in Surat. The topic was Multiple Intelligences (MI) in the classroom. I explained the concept of MI to the teachers and different ways to identify the dominant intelligence in each child. The teachers completed an activity, beautifully summarizing their learning by creating lesson plans for their respective subjects, incorporating exposure to Multiple Intelligences.
At the end of the session, as I always do, I opened the floor for questions. One teacher raised a very valid concern: how can we plan such practices for children when we are pressured to complete the syllabus? Although the government is trying to shift the focus to the depth of content rather than its breadth, focusing on fewer concepts but exploring each one deeply, we are still in the early stages. I suggested they start by implementing MI strategies for a few topics in each chapter, perhaps once a week or during a proxy period. Gradually, as they become more comfortable, they may increase the frequency and cover more topics. This suggestion was well received by the teachers.
However, one teacher stood up, voicing her concerns passionately about implementing these strategies in the current system. I listened patiently, understanding that her frustration was with the present education system, not the MI strategies themselves. She focused on the obsession with marks: parents asking for marks, exams centered around marks, and board exams being all about marks. I tried to convince her that while we all agree on the problem, we should focus on implementing solutions wherever possible, rather than waiting for systemic change, which can take a generation. If we wait too long, we risk failing an entire generation.
On my way home, I kept thinking about what has led to this situation and what may be the long-term solution. Because of our excessive reliance on marks, we are failing to impart real learning to our children. I decided to use a reverse engineering strategy to find a solution, and this is where I felt some knots untie.
When we observe any society, those at the lower end of the pyramid always look up to those at the top as their success goal. This applies to children looking up to adults, the poor aspiring to be rich, teachers aiming to become principals, and executives striving to be CXOs. They try to find out what is required to get there and make changes in their lives to reach that level, one step at a time.
This system is mirrored in education. In the professional world, big corporations and the job market prioritize candidates from elite colleges. Even in the startup space, funding is often skewed towards entrepreneurs with elite college backgrounds. And what is the top criterion for admission to these elite colleges? Marks, particularly in subjects like Mathematics and Language. Consequently, schools focus on marks in these subjects.
The solution, I believe, lies in shifting this focus. Corporations and higher education institutions should consider a more holistic approach to selection. Can an applicant’s achievements in sports, co-curricular activities, and internships be given equal weight? This would reduce the stress on marks and promote all-round human resource development.
When society observes that selection in higher education and the professional market is not solely based on marks but also on other criteria, the overwhelming focus on marks and grades will diminish. We will then have a society where both the happiness index and growth index progress in parallel. If the purpose of professional success is to achieve financial stability, a comfortable and happy family life, and satisfaction, our current system is counterproductive.
All three levels of our human resource development — the professional market, higher education, and the school space — must work in sync to bring about this change. By doing so, we can create a more balanced and fulfilling education system and society.
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