Introduction
Today’s news reported a concerning development: the Maharashtra Government’s proposal to lower the passing marks for mathematics and science from 35% to 20%, with the condition that such students will not be allowed to pursue these subjects in the future. Similarly, I have previously mentioned discussions in US schools about removing algebra from the middle school curriculum entirely. While I hold the utmost respect for the educationists supporting these proposals, I must express my concern as a citizen. These measures signal the start of a dangerous trend—addressing educational challenges by lowering standards rather than tackling the root causes that make these subjects difficult for students.
This reactive approach is like treating symptoms without addressing the illness—akin to giving painkillers without diagnosing or curing the disease. In today’s blog, I share my thoughts on this global issue.
A Personal Journey into the Heart of Algebra
As I reflect on these issues, I’m reminded of the motivation behind my own book, The Seed of Beej Ganit (Algebra) through Stories. Algebra has long been considered a challenging subject, but rather than removing it from the curriculum, we should focus on making it more accessible and engaging. In my book, I present the foundational concepts of algebra through stories, hoping to spark curiosity in young minds. When students understand the “why” behind mathematical concepts, they no longer see them as obstacles but as tools to unlock a deeper understanding of the world around them.
If this approach still doesn’t resonate with all students, we can adapt further by exploring visual learning, podcasts, or other media suited to NexGen learners and their tech-savvy environment. But we should not give up without first trying every possible means to evolve education to meet their needs.
Education for All: A Few Practical Examples
Many years ago, sometime in the 1980s, I was waiting at a workshop for my car to be repaired. Two boys in government school uniforms sat on a cot, struggling with a math problem. Intrigued, I watched as they neared frustration and were about to give up. I stepped in, offering a small hint, and they quickly grasped the solution. This experience taught me that timely intervention and supportive guidance, rather than mindless criticism, work far better.
More recently, I had the privilege of interacting with young girl hockey players from economically weaker backgrounds. They studied math and other subjects in English-medium but struggled with many concepts taught in English. To help bridge this gap, I gave my presentation and engaged with them in Hindi. The transformation was immediate—their enthusiasm soared once the language barrier was removed. These girls were not incapable; they simply needed the material to be presented in a relatable way.
These experiences reaffirm that the solution is not about lowering standards but ensuring students have the right tools and understanding to succeed.
The Disinterest in Learning
While walking through public parks, especially on sunny winter days, I often see school-aged children—both boys and girls—sometimes in uniform, wandering aimlessly during school hours. I understand the hormonal drive that makes it more appealing to spend time with a partner of the opposite sex than to sit in a ‘boring’ class. The real challenge, therefore, is to make learning more engaging than the natural urge of teenagers to rebel and experiment. This often manifests in acts of defiance, like breaking house rules, smoking—especially among girls—and other unmentionable behaviors that flaunt societal taboos.
I must reiterate that this disinterest in formal education is symptomatic of deeper issues: disengaging classrooms, an overload of distractions from social media, and a school system more focused on meeting quotas than inspiring real learning.
We have tools at our disposal: societal values instilled early, engaging teaching methods like storytelling, visual aids, professionally prepared lessons, and interactive learning. Why not use these tools to combat these undesirable tendencies?
The proposal to lower pass marks only exacerbates the problem, contributing to a rise in irresponsible and parasitic teenage behavior. Instead of addressing the root causes, we’re shifting the goalposts—doing little to prepare these young minds for the future’s challenges.
The Consequences of Shallow Criticism
Moral policing often faces knee-jerk criticism in education discussions, but let’s not confuse the need for discipline and societal values with oppressive measures. Schools should not only be places where students acquire literacy and the means to earn a livelihood but also where they build strong character. I firmly believe that character building is more essential than literacy. An illiterate but strong-charactered person can still make a living without being a burden on the nation. However, a literate person with poor character can become a burden—not just for their parents, but for society and the nation. And we already have too many such cases to deal with!
A well-rounded education system must integrate moral values, discipline, and a sense of responsibility—qualities that are sorely lacking today. Instead, we have a system that prioritizes short-term results and superficial performance, overlooking the long-term consequences of producing underprepared individuals.
The Need for Basic Proficiency
Beyond moral values, our focus should be on generating entrepreneurs and job creators rather than job seekers. This requires non-negotiable skills like basic arithmetic, financial literacy, and enterprise management. Students who cannot grasp fundamental mathematics or manage simple financial transactions are ill-equipped to succeed in business, personal life, or society. Lowering standards in subjects like math and science will not solve this problem; it will only delay the inevitable realization that proficiency in these areas is a necessity.
A Call for Systemic Overhaul
We need to overhaul our educational system from the ground up. Treat the virus, not manage the symptoms. Let’s focus on providing real support where it’s needed: better teacher training, more engaging curricula, a change in teaching approaches, using media, and fostering environments where learning is both valued and enjoyable. We need a system that nurtures critical thinking, problem-solving, and a sense of purpose. Only then can we hope to prepare the next generation for the complexities of the real world.
It’s time to stop lowering the bar. Instead, let’s raise it and give our children the tools to reach it. The future of education lies in fostering a genuine love for learning, rooted in both intellectual rigor and strong moral foundations. This is the only way we can truly prepare our children for the world that awaits them.
Inspire Positivity 