Fail Again, And Fail Better

Thomas Edison famously quipped that failure is simply another stepping stone on the path to success. Now, Chief Minister Samrat Choudhury of Bihar hopes students who fail their exams will find solace in the words of Irish author Samuel Beckett, urging them to try, fail, and do so with greater success. However, the message of Beckett's "Ever tried.

Ever failed. Try again. Fail again. Fail better" may fall on deaf ears. Choudhury's administration has decided to replace the word "fail" on students' mark sheets with the term "eligible for skill training", effectively erasing the stigma of failure. But critics argue that this policy is more of the same – a band-aid solution that ignores the root causes of poor education outcomes in Bihar.

The Karpoori Thakur government once allowed secondary exam candidates to be declared "Pass without English" if they failed that subject. Yet, those with such degrees often struggled to find employment and their futures were derailed. Bihar has a long history of embracing failure, particularly in politics and education. While some may question the wisdom of this approach, Choudhury's efforts mirror the tactics of previous leaders who have tried to cover up their government's shortcomings in education.

Students from disadvantaged backgrounds are particularly vulnerable. The current education system often leaves them feeling like canaries in a coal mine, exposed to the toxic effects of their surroundings. Schools and colleges have become places where education and well-being are eroded rather than cultivated. In this system, failure is not a natural consequence, but rather a consequence of the system itself – a failure of the schools and the educational model.

Instead of simply avoiding failure, Choudhury's government should adopt a more holistic approach that fosters curiosity, belonging, and a sense of purpose in students. The present emphasis on academic achievement at all costs has led to dehumanising environments in schools and colleges. True transformation will come from policies that prioritize the holistic development of students, rather than just preparing them for the job market.

Ultimately, the fate of the 'Skill India' program hangs in the balance, as the intertwined forces of markets and states continue to shape the future of education in Bihar.