Panaji, June 16: Former Principal and noted educationist Pandurang Nadkarni has urged the Goa government to undertake comprehensive reforms in the state’s education system, stating that merely encouraging students to appear for UPSC, banking, defence and other competitive examinations will not be sufficient unless the foundation of teaching and assessment is transformed.

 

Call for Reforms

Reacting to Chief Minister Pramod Sawant’s appeal for Goan students to participate in various national-level competitive examinations, Nadkarni observed that a large number of students currently do not aspire to pursue such examinations due to the prevailing education system, which he described as heavily dependent on memory-based learning and examinations.

He questioned whether the situation could be changed overnight and suggested that the focus should instead be on long-term structural reforms beginning from the school level.

Critique of Current System

According to Nadkarni, the existing system encourages memorisation rather than conceptual understanding, reasoning, analytical thinking and problem-solving abilities. He advocated replacing memory-based teaching, learning and question-paper patterns with concept-based and knowledge-oriented education from Standard IV onwards up to graduation and postgraduate studies.

Recommendations for Improvement

The veteran educator also called for an end to the widespread dependence on guides and digests, arguing that such materials promote rote learning and discourage independent thinking and knowledge acquisition among students.

Emphasis on Quality Teaching

Highlighting the importance of quality teaching, Nadkarni urged the government to appoint regular teachers instead of relying heavily on contract and lecture-basis appointments. He stressed that teachers should be regularly trained and encouraged to adopt innovative teaching methodologies.

Examination System Overhaul

As part of the reforms, he proposed that at least 25 percent of marks in examinations should be reserved for questions testing application of knowledge, logical reasoning, analytical abilities, verbal and non-verbal intelligence, and problem-solving skills.

Nadkarni further recommended organising workshops for teachers on scientific question-paper setting, answer-sheet assessment, and the preparation of objective and multiple-choice questions (MCQs), which are increasingly important in competitive examinations.

He also criticised the prevailing obsession with marks and percentages, noting that students are often expected to reproduce identical answers and essays in examinations, leaving little room for creativity, understanding and critical thinking.

Long-Term Vision and Contribution

Drawing an analogy from agriculture, Nadkarni said that expecting immediate results without sustained effort is unrealistic. He remarked that just as a mango or coconut sapling cannot be left unattended for years with the expectation of harvesting fruits later, educational reforms too must begin early and be nurtured consistently to yield meaningful results.

The educationist emphasised that qualitative improvement in students’ performance cannot be achieved through short-term measures aimed solely at boosting examination results. Instead, he advocated a gradual and systematic transformation of the education system beginning from the formative years of schooling.

Nadkarni also expressed his willingness to contribute to the cause by offering his expertise and services free of cost for teacher orientation programmes, provided transport support is made available for regular engagements.

Conclusion

His suggestions have reignited discussion on whether Goa’s education system is adequately preparing students for the challenges of competitive examinations and modern employment opportunities, or whether deeper reforms are needed to bridge the gap between classroom learning and real-world requirements.