Faces of Change

A Divided Perception between Grades and Values in Society: A General Perspective

- Sandeep Khattri, DNPPF Fellow 2023

Generally, in many institutions and organizations, grades serve as the primary yardstick for assessing an individual’s capacity to execute assigned tasks and assume corresponding roles and responsibilities (often for recent graduates). Whether it pertains to prospective employers or graduate admissions committees, grades, and competitive scores frequently serve as decisive factors in candidate selection. For example, in the USA, a survey conducted by the National Association of Colleges and Employers in 2013, which included responses from over 200 employers, found that 67% of the companies surveyed screened candidates based on their GPA. This statistic highlights the significance that employers place on academic performance when evaluating potential hires. In the case of Nepal, it is observed that Banks, Corporate Organizations, and Think Tanks consider grades a tangible metric to assess a candidate’s educational achievements and intellectual capabilities (for entry-level). By screening candidates based on their GPA, employers aim to identify individuals who have consistently performed well academically and have demonstrated the ability to meet the academic requirements of their respective fields. The ideology and significance of grades have become deeply embedded in individuals from early childhood to the extent that it is widely regarded as the gold standard for measuring success. 

The prevailing education system often prioritizes the pursuit of higher grades as the ultimate measure of success, overshadowing the values, morals, and multifaceted aspects of intelligence that it fosters within individuals during their educational journey. Movies such as “Three Idiots,” “Taare Zameen Par,” “Dead Poets Society,” and “Good Will Hunting” have well-emphasized the inherent values of the education system and its far-reaching societal implications. It is worth noting that studies have indeed demonstrated that GPA can serve as an early indicator of future accomplishments and income. However, it is equally important to acknowledge that the relationship between academic achievement and career success is intricate and multifaceted. In reality, grades are just one of several parameters employed to assess an individual’s capabilities, and they should not be regarded as the sole predictors of a fulfilling life. This prompts us to ask a question – Is there a marathon for grades?

Marathon on grades  – A macro lens

In global education, a significant event involving OECD (Organization for Economic Cooperation and Development) and several non-OECD countries is known as the Programme for International Student Assessment (PISA). PISA stands as the largest empirical study of schools and education worldwide, measuring the academic performance of 15-year-old students in their application of knowledge and skills across reading, mathematics, and science to tackle real-world challenges. These skill assessments are presumed to serve as strong indicators of economic development. Recent PISA data reveals consistent top scores from countries in East Asia, including China, Singapore, Japan, and Korea, while powerful Western nations find themselves lower on the list (with few exceptions). The data suggests a lack of substantial overall improvement in learning outcomes across 15% of OECD countries, raising concerns regarding the efficacy of increased investments in education.

It becomes necessary to reconsider whether high scores in science, math, and reading are a true indicator to reflect the essence of an education system and the values it imparts. However, PISA’s methodological limitations prevent a thorough examination of a country’s education system in a comprehensive way. Moreover, the survey data has been utilized by government agencies, policy-makers, and researchers to establish a correlation between education and macro-level indicators of success, particularly economic development. The issue is that some countries might even borrow other countries' policies without understanding the comprehensive structure of the education system, its approaches, and the values of the other countries that are excelling. The utilization of data and its impact on education reform, particularly when applied in a context that does not match another nation's context, can potentially result in a devastating effect. The Western hegemonic ideology of the free market may be considered a significant influencing factor driving certain countries’ reforms and policies happening in some countries.

Similarly, countries should exercise caution and approach reforms based on their unique contexts rather than relying solely on a single indicator that may provide short-term benefits but fall short in the long run. Cultivating values within an education system should take precedence, with each country examining its cultural nuances and acknowledging the effectiveness of education even before the establishment of modern educational frameworks. The absence of cultural values in the hope of reforming the modern education system can blur the vision of a country in the long term. The efforts of educators, policy-makers, government agencies, and the entire nation should be directed towards prioritizing the core values of their education system and adopting only those elements of education reforms that are truly essential and relevant to their specific context. Consequently, the notion of participating in an academic achievement marathon may still prevail in numerous countries in the future. Yet, it is crucial to critically evaluate whether these countries are engaged in a sprint for achievement (economic development) or a marathon for success as a comprehensive value system (holistic reform). Ultimately, it becomes imperative to question who truly benefits from this assessment endeavor and why?

Marathon on grades  – A micro lens

“Life is a race. If you don’t run fast, you will be like a broken undaa” – Rancho Mimicking Virus (3 Idiots, Bollywood Movie)

Individually, the pressure of standardized tests has become a critical issue where thousands (contextual to countries) of students pursue extensive preparatory classes to ace a test. It is not a race but a marathon that is the mounting layer of pressure among individuals. The pressure leads to unaddressed mental well-being and health issues, which are sometimes ignored and have major consequences on an individual’s life. Some standardized tests prioritize rote memorization and regurgitation of information which can have devastating effects in the long term rather than fostering critical thinking, creativity, and problem-solving skills. In reality, assessments should serve as reflections of an individual’s attitude and personality toward goals. More focus should be on nurturing holistic development rather than on academic grades. Skills such as emotional intelligence, social skills, ethics, moral values, and mental and physical well-being should be prioritized. Therefore, the focus should shift toward measuring the success of education through the skills and values it instills instead of grades. Academic achievement, represented by grades, is often seen as the ultimate pinnacle of success, blurring the true value the education system should provide.

For instance, Angela Duckworth’s groundbreaking research on grit, which encompasses perseverance and passion, has proven to predict long-term success significantly. She challenges the prevailing notion that intelligence alone determines success, asserting that it represents only a fraction of a larger, more complex equation. Duckworth tested who was successful and why on diverse people. Duckworth discovered grit was a major factor for a person to be successful, and it emerged as a robust predictor of life achievements. Embracing the concept of grit could offer valuable insights to individuals if the education system expands its boundaries and moves beyond the narrow confines of traditional notions and outcomes. To support my argument on values, I take grit as a value system among several others that needs to be cultivated besides grades.

Although value could be a vague idea, it needs to be defined as it seems fit to the context and for the benefit of the population to make them global citizens. While the education system is intended to reflect societal values and contribute to their betterment, it is essential to question what values it truly imparts. Despite schools and colleges often adorning their missions and values, these statements often fall short. They fail to become centers of knowledge production that truly deliver value as a system. Instead, educational institutions have predominantly served as a nexus for knowledge transfer rather than fostering knowledge generation and cultivation. The education system has become fixated, perpetuating a hidden curriculum that echoes the dominant culture and discourages critical examination. Similarly, the education system should prepare for life-long learning to adapt to uncertain situations. Today, high school students and college graduates experience heightened stress levels compared to students a few decades ago, primarily due to the relentless pursuit of grades in a highly competitive environment. While there may be perceived benefits to this approach, it is crucial to reflect on the values that are being transmitted in the process.

Conclusion

It is important to clarify that the focus of this argument is not solely on grades or success but rather on the essential values that education can instill in individuals to thrive as global citizens in the present era. The cultures of many countries encompass a vast array of knowledge and hold significant implications for the scientific community. However, the identity of our education system, along with its values and principles, is gradually eroding due to various external influences. Simultaneously, we find ourselves engaged in a marathon, striving to position ourselves among nations that prioritize value chains within the context of the free-market concept. The values, morals, and ethics of our education system have become intertwined with complex global ideologies that may appear to align with our specific circumstances, whether they manifest through formal education, informal educational channels, or non-formal educational endeavors.