The menace of cheating.

WIDESPREAD cheating in secondary and higher secondary schools is one of the major barriers affecting the quality of education. On the one hand, it promotes a culture of academic dishonesty, while, on the other, prevents true merit from reaching the position it deserves.

There are several reasons why cheating remains deeply entrenched and prevalent in our educational institutions. From the policymakers to teachers and students, it seems everyone is involved in this objectionable practice.

One of the major factors behind this phenomenon is the flawed recruitment process through which teachers are appointed. In Pakistan, teachers' recruitment is based on the results of an objective test that usually has questions on a few major subjects, such as Science, Math and English. Previously, a candidate had to obtain a minimum of 60 per cent marks to pass the test, but it has been brought down recently to a mere 40pc. Those who clear the test are sent straight to the classrooms to teach.

A written test is not enough to gauge competence in subject matter. Besides, how can someone with no teaching experience or with no prior pedagogical training be expected to teach while ensuring the right learning outcome? Caught between an incompetent instructor and the risk of failing their own exams, students resort to unfair means.

Meanwhile, another factor that aids, if not promotes, the cheating culture is its acceptance by society. Many invigilators are seen not just ignoring but encouraging the use of unfair means during examinations in exchange for favours. Teachers with the right credentials and students confident of their abilities would never be part of such practices.

Moreover, the methods used to put an end to cheating during exams are also half-hearted and insincere. Teams assigned by education boards to pay...

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