When Education Becomes One Exam After Another

In 2022, I undertook a master’s degree in political science from SNDT University, Mumbai, at the age of 52. I was keen on doing the programme and, as expressed in an introductory letter to the head of the department, I wished to study out of sheer interest, unlike 38 years ago when I did my bachelor’s in the same subject only because I needed a degree. At that time, I had not developed any passion or interest in the subject. I had done that degree almost mechanically, like a robot prepped to complete a set task.
Our batch, which graduated in 2024, was the last to go through the “old” educational system. In 2025, the new educational policy was launched. What struck me immediately was the number of exams our students were made to write—an all-India entrance exam after completing their 12th grade and bachelor’s, another all-India exam after postgraduate studies in order to apply as an assistant professor, and another to apply for a PhD.
Young students from the age of 21 to 25 go through untold stress. Their young minds are sometimes not resilient enough to go through these layers of exams, with ample leaks interspersed.
Coaching classes are profiting immensely, promising these students the moon as far as results are concerned and, as we have seen, occasionally helping in the leaking of papers to students who, stressed and desperate to “do well”, are prepared to compromise themselves ethically and financially.
The programme I entered was impressive. The syllabus was beautifully constructed, relevant, stimulating and enlightening. Our professors were passionate, engendered a true spirit of learning in us, encouraged class discussions, insisted on our attending numerous workshops and lectures by eminent personalities, and fostered a love not only for political science but for other disciplines as well.
We had to write a dissertation in our last semester and defend it. This experience, which was novel to all of us, was a trifle frightening because of its unfamiliarity but greatly expanded our research skills and critical ability.
However, I could see firsthand how much stress there was to handle. I could handle it better, having worked for 16 years as a librarian, during which time I had read extensively and handled a fair amount of tension at the workplace. Experience does help, but even I could visualise how much this load tore into the fabric of intellectual interest that could have flowered within my much younger classmates.

There is enough tension preparing for and appearing for one university exam. Hitherto, at the bachelor’s level, one had to appear for three of them and two more at the postgraduate level. Now the government has added two more—the CUET UG (Common University Entrance Test Undergraduate, to enter undergraduate studies) and the CUET PG (Common University Entrance Test Postgraduate, to enter postgraduate studies).
To give some idea of the number of all India entrance examinations that are now held:
This is frightening. Year after year, not only have cut-off percentages to enter any level of studies increased tremendously, but there are now all-India exams to be written after appearing for the forbidding 12th boards and university exams.
Where are we heading? We have prevented students from enjoying education for a long time by emphasising marks and rote learning primarily. Now, we are producing a generation of students exposed to unbelievable stress and likely to face far more of this ill in the future. Education has lost its ethos and value. All we are producing is a generation of students preparing for one exam after another without really developing any genuine assimilation or critical skills.
(The writer is a Mumbai based educator. Views personal.)






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