Exam surveillance

Examination malpractice, including cheating and tampering with results, has long been a blemish on Pakistan's education system, undermining the credibility of qualifications and creating an uneven playing field for students. The decision by the Rawalpindi Board of Intermediate and Secondary Education to install CCTV cameras in examination centres for the 2025 Matriculation and Intermediate examinations, while seemingly well-intentioned, represents a reactive approach to addressing this deep-rooted issue. CCTV cameras, at best, offer surface-level oversight. In a system already plagued by inefficiencies, the challenges of monitoring and maintaining these surveillance systems will inevitably arise. Past experiences in similar projects across the country have shown how technological interventions are often undermined by poor implementation and resource constraints. Without adequate training of staff and effective security mechanisms to act on surveillance data, this initiative risks becoming another bureaucratic box-ticking exercise. The underlying problem lies in the focus on reactive measures rather than proactive, systemic reforms. The issue of examination malpractice is reflective of broader failures such as overcrowded classrooms, undertrained teachers, outdated curricula and a lack of critical thinking development. Addressing cheating through surveillance does little to tackle the root causes, such as the immense pressure on students to succeed in a system that prioritises rote learning over genuine understanding. Educational upliftment requires a shift in priorities. A culture of ethical success begins with curriculum reforms that emphasise critical thinking. Teachers, as pivotal figures in this transformation, must be adequately trained and empowered to instill core values. Without these foundational changes, no technological intervention - CCTV cameras included - can truly elevate the educational landscape.

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