Mohammad Hanief
m.hanief@gmail.com
Education forms the bedrock of a society’s progress, shaping the minds that will lead its future. In Jammu and Kashmir, the foundation of primary education has long rested on examinations that emphasize memorization rather than understanding. This exam-oriented structure has persisted for decades, rewarding rote learning instead of nurturing curiosity or creativity. With the implementation of the National Education Policy (NEP) 2020, however, a new opportunity has emerged to reform this traditional approach. The time has come to replace the exam-based model with a promotion-based one that values growth, engagement, and holistic learning.
The early years of schooling should be a time of wonder and exploration. Children at the primary stage are beginning to discover the world through language, numbers, and imagination. Yet, an excessive focus on tests at this stage often instills fear rather than confidence. Many children internalize the idea of success and failure far too early, equating their worth with marks rather than effort or understanding. The rigid system of formal examinations has, in many cases, turned classrooms into spaces of anxiety instead of joy.
A promotion-based approach offers a more humane and inclusive alternative. It encourages teachers to assess children continuously through observation, participation, and creativity rather than through periodic written tests. Progress is measured in how a child grows and learns over time, not in how they perform on a single day. Such a model ensures that no student is branded as a failure during their formative years. In regions like Jammu and Kashmir, where children often face challenges beyond the classroom-ranging from social and economic constraints to frequent disruptions in schooling-this flexibility is not merely desirable but essential.
The National Education Policy 2020 lays a strong foundation for such reform. It envisions an education system that moves away from rote memorization and towards conceptual understanding. Assessments, under the NEP, are meant to be diagnostic and developmental, designed to support learning rather than judge it. The policy encourages play-based and discovery-based learning, where children learn through experience and experimentation. It discourages formal examinations at the foundational and preparatory stages, advocating instead for methods that make learning enjoyable and meaningful.
For Jammu and Kashmir, adopting these principles could bring transformative change. The region’s unique geographical and social circumstances often make it difficult to maintain rigid academic calendars. Harsh weather conditions, limited infrastructure, and connectivity challenges can interrupt learning at any time. Under such circumstances, a system that evaluates students continuously, rather than through formal exams, ensures fairness and inclusivity. Learning should not be determined by the ability to prepare for an exam but by the ability to engage with knowledge throughout the year.
The success of this transformation depends largely on teachers. They are not merely facilitators of lessons but the architects of young minds. The NEP rightly emphasizes their professional development and empowerment, recognizing them as central to educational reform. In a promotion-based system, teachers must be equipped to observe, record, and nurture individual growth. Continuous training, peer collaboration, and access to resources are vital for them to effectively implement these changes. In Jammu and Kashmir, where remote and rural areas often face shortages of trained educators, investing in teacher development programs and support networks is crucial.
Promotion-based education does not mean the absence of accountability. On the contrary, it demands greater engagement from teachers and schools. Continuous and comprehensive evaluation ensures that learning outcomes are tracked with care. Instead of marking students as pass or fail, educators document each child’s progress-academically, socially, and emotionally. Such an approach allows schools to identify learning gaps early and provide targeted support. It transforms assessment from a judgmental tool into a developmental one.
The NEP’s emphasis on foundational literacy and numeracy is also central to this vision. Through initiatives like NIPUN Bharat, the policy aims to ensure that every child attains basic literacy and numeracy skills by Grade 3. These skills are best developed through daily classroom interactions, storytelling, play, and contextual learning rather than through written examinations. In Jammu and Kashmir, where children often come from diverse linguistic and cultural backgrounds, teachers can integrate local stories, traditions, and experiences into the learning process. Education thus becomes not only inclusive but also reflective of the community’s identity.
Parental and community participation will also play a decisive role in this shift. Many parents equate examinations with discipline and progress, fearing that removing them will lower academic standards. It is essential to communicate that promotion-based learning does not weaken education; it strengthens it by focusing on deeper understanding and creativity. Awareness campaigns, school-community meetings, and media outreach can help bridge this perception gap. When parents and teachers work together, they create an environment where children are supported both at school and at home.
Infrastructure and technology, too, are key enablers of reform. The NEP encourages the use of digital tools to enhance learning and assessment. Jammu and Kashmir has made notable progress in expanding internet access and integrating technology into classrooms. This advancement can be harnessed to maintain digital portfolios, record progress, and provide personalized feedback to students. Modern classrooms equipped with adequate resources, libraries, and interactive spaces can transform schools into hubs of innovation and exploration.
Shifting from an exam-based to a promotion-based education system is not a procedural adjustment-it is a philosophical transformation. It redefines education as a process of nurturing rather than judging, of inspiring rather than instructing. It replaces fear with curiosity and competition with collaboration. For Jammu and Kashmir, where education also serves as a bridge to social stability and empowerment, such a change holds immense significance. A learning system that values creativity, empathy, and adaptability over memorized facts will better prepare children for the complexities of modern life.
The journey toward promotion-based education is a collective one. It calls for sustained commitment from policymakers, teachers, parents, and communities. When implemented with care and vision, it can turn schools into places where every child learns with joy and confidence. Education, after all, is not a race but a journey of discovery. The children of Jammu and Kashmir deserve that journey-one that allows them to dream freely, question deeply, and grow without fear. Making primary schooling promotion-based is not only an educational reform but also a step toward a more compassionate and enlightened society.
The post Reimagining Primary Education From Exams to Learning appeared first on Daily Excelsior.