~ This post has been authored by Arnab Kumar Mullick and Nandini.
The competitive examination system in India has long been regarded as the primary gateway to prestigious educational institutions and civil service positions. These exams, including the Union Public Service Commission (UPSC) exam, the National Eligibility cum Entrance Test (NEET), the Indian Institutes of Technology Joint Entrance Examination (IIT-JEE), and the Common Law Admission Test (CLAT), are viewed as critical stepping stones for a successful career. But the pressure to perform well on these tests has resulted in serious social and legal challenges such as discrimination, financial hardship on families, and mental health crises. This essay explores the social and legal ramifications of India’s competitive exam system, shedding light on its failure to ensure equity and mental well-being.
The Social Impact: Stress and the Crisis in Mental Health
The immense pressure faced by aspirants of these competitive exams is a growing social concern. Statistics surrounding the number of suicides among UPSC, IIT, and NEET aspirants paint a grim picture. According to the National Crime Records Bureau (NCRB), An alarming number of students take their own lives every year as a result of stress related to their studies and failure-related anxiety.[1] Kota, Rajasthan, often referred to as the “coaching hub” for these exam has now become a “factory of suicides.”[2] The societal glorification of securing a coveted spot in these exams has led to an unhealthy environment where failure is stigmatized, and students face immense emotional and psychological pressure.
In 2024, a major controversy erupted over the NEET paper leak, which exposed the culpability in the system. Also, technical difficulties in conducting exams, reduction in number of seats and cancellation of exams such as NET and CUET not only undermine the credibility of the examination process but also exacerbate the emotional toll on students. Aspirants spend years preparing for these exams, and incidents like paper leaks destroy their faith in the system, leaving them feeling helpless and betrayed.
The mental health of students in India is often neglected, and the competitive exam system only worsens the situation. Students are subjected to a grueling schedule, high parental and societal expectations, and financial burdens, often leading to anxiety, depression, and other mental health issues. Unfortunately, there is limited institutional support to address these concerns, and the taboo surrounding mental health in India makes it even more difficult for students to seek help. Families are also deeply affected, as they invest significant resources, both emotional and financial, into their children’s success in these exams. The failure of an individual to secure a spot in a prestigious institution often leads to a sense of collective failure within families, further perpetuating a cycle of distress. Further, failure is seen negatively and perpetuated by the evils of unemployment.
Legal Issues: Language Barriers and Discrimination in Competitive Exams
One glaring example of systemic discrimination in India’s competitive exams is the language divide, particularly evident in the CLAT. The CLAT, an entrance exam for prestigious National Law Universities (NLUs), is conducted solely in English, thereby disadvantageous to students from non-English medium schools, especially those from rural areas and regional language backgrounds.[3]
This language discrimination highlights larger issues of accessibility and fairness. In a linguistically diverse country like India, where the constitution recognizes 22 official languages, conducting an exam in only one language creates a divide between English-speaking students and those from non-English backgrounds. This disparity is especially pronounced for students from rural and economically weaker sections who often lack quality English education.[4]
Legally, this divide can be analyzed through Articles 14 and 15 of the Indian Constitution, which guarantee equality and prohibit discrimination based on religion, race, caste, sex, or place of birth. The English-only nature of the CLAT exam could be viewed as a violation of these rights, creating an unequal playing field and discriminating against those without access to English education. This raises concerns about the fairness of the exam and its ability to select the most meritorious candidates regardless of linguistic background.
Structural Flaws in the Examination System
Another critical issue with India’s competitive exam system is its structural bias towards rote learning and memorization, rather than critical thinking and problem-solving skills. This system places a heavy emphasis on rank-based outcomes, which leads to a reductionist view of a student’s abilities. Students are often coached to memorize vast amounts of information without developing a deeper understanding of the subject matter, as their primary goal is to score higher than their peers. This rote learning approach not only limits intellectual growth but also narrows the focus of education, failing to prepare students for real-world challenges.
Moreover, the coaching industry that has sprung up around these exams has led to further inequities. Coaching centers charge exorbitant fees, making it difficult for students from economically weaker sections to access the same level of preparation as their wealthier peers. As a result, the system becomes skewed in favor of those who can afford expensive coaching, creating a class divide in addition to the language divide.[5]
The Way Forward: Reforming the System
The failure of the competitive exam system in India necessitates a multifaceted approach to reform. Firstly, there is an urgent need for mental health support systems in educational institutions. Counseling services should be made available to students preparing for these exams, and the stigma surrounding mental health needs to be addressed through public awareness campaigns. Additionally, parents and educators should be sensitized to the emotional well-being of students, and the societal pressure to succeed should be alleviated.
From a legal standpoint, the language barrier in exams like CLAT must be addressed. The inclusion of regional languages in these exams would be a step toward ensuring equal access to education, in line with the constitutional principles of equality. While the Court’s efforts to look into such tests being conducted solely in English by itself represents a positive step in the right direction, more judicial intervention is required to address this imbalance.
Furthermore, the examination system itself needs a paradigm shift away from rote learning to a more holistic assessment of students’ abilities. Exams should evaluate not just academic knowledge but also problem-solving skills, creativity, and critical thinking. Reducing the emphasis on ranks and scores would also help reduce the immense pressure students face, allowing for a more balanced and enriching educational experience.
Conclusion
The competitive exam system in India, while intended to be a meritocratic tool, has failed in many respects. The high levels of stress and mental health issues faced by students, the economic and emotional toll on families, and the legal inequities embedded in the system point to a pressing need for reform. Addressing these social and legal challenges is crucial for creating a more equitable, accessible, and humane educational landscape in India. Only then can the system truly serve the purpose of identifying and nurturing talent, irrespective of one’s social, economic, or linguistic background.
[1] National Crime Records Bureau, ‘Accidental Deaths & Suicides in India (ADSI) 2022’ (Ministry of Home Affairs, 2023) https://ncrb.gov.in/en/accidental-deaths-suicides-india-2022 accessed 8 September 2024.
[2]Heena Sharma, ‘Data Lab: Inside Kota, India’s Factory of Suicides’ WION (8 April 2024) https://www.wionews.com/india-news/data-lab-inside-kota-indias-factory-of-suicides-708476 accessed 11 September 2024.
[3] Divyansh Nautiyal, ‘The English-Driven, Exclusivist Nature Of The Common Law Admission Test (CLAT)’ (LiveLaw, 2 January 2023) https://www.livelaw.in/columns/the-english-driven-exclusivist-nature-of-the-common-law-admission-test-clat-217899?infinitescroll=1 accessed 12 September 2024.
[4] Suraj Kumar, ‘Holding CLAT Only In English Makes Legal Profession Biased Against Rural & Marginalised Persons: CJI DY Chandrachud’ (26 November 2023) https://www.livelaw.in/top-stories/holding-clat-only-in-english-makes-legal-profession-biased-against-rural-marginalised-persons-cji-dy-chandrachud-243049?fromIpLogin=64736.45049399934 accessed 12 September 2024.
[5] P K Choudhury, A Kumar and A S Gill, ‘Who All Access Private Coaching in Higher Education and How Much Do They Spend? Evidence from India’ (2021) 28(4) Journal of the Asia Pacific Economy 1433 https://doi.org/10.1080/13547860.2021.1954302.