The heartbreaking loss of a mother and her child should lead policymakers to reconsider an education system that has increasingly been characterized as a "zero-sum" competition.
Although the reasons behind suicide are multifaceted, this tragedy ought to prompt introspection within the educational framework. For years, numerous individuals have highlighted the detrimental effects of academic stress without adequate support on students' mental well-being. We have also observed its toll on teachers and parents. We have attempted to present statistical evidence in the hope that the government would take action on this matter.
Our education system appears to have evolved into what has recently been termed a "zero-sum" endeavor.
Students are conditioned to become adept at taking exams. Within such a framework, only outcomes are valued. This fosters an indifferent atmosphere that undermines the integrity of the learning process. Fostering children's holistic development is deemed inefficient under this system. Exam-taking proficiency is prioritized. Consequently, we introduce them early to rote memorization and extreme repetition. It becomes a survival of the fittest among test-takers.
If we are preparing for a future where adaptability, collaboration, and creativity will hold greater significance, we must reassess what we are shaping our high-achieving exam performers to become.
The current environment generates stress for everyone involved—teachers, students, and parents alike. Aspirations and ambitions appear reserved solely for those who can outperform others in examinations.