75% Attendance: Another Flaw in the Education System?
Being a final-year student of Journalism and Mass Communication, I believe I am in a good position to talk about the impact of the 75% attendance threshold on students—whether it is actually beneficial or just another drawback of the Indian education system.
Not every university in the nation has this attendance criterion, and things may differ from university to university. However, there are a few universities that strictly follow this rule, and I study in one of them. Hence, I can be considered a credible person to talk about it.
So, you might be wondering, what exactly is the 75% attendance threshold or criterion?
This rule essentially mandates students to have an attendance of not less than 75% in a particular semester. If they fail to meet this criterion, they are penalized in certain ways. For example, the student may not be allowed to appear for the examinations.
Only in exceptional cases, where a student is unable to meet the criterion and provides a justified reason (along with proof), is flexibility granted regarding the 75% attendance threshold.
This rule might seem beneficial at first glance. For instance, students would avoid missing classes unnecessarily, be regular to lectures, make the most of the sessions, and consequently perform well in examinations. It could also instill discipline in them and improve their overall performance.
Now, this might be true to some extent—I agree. The 75% attendance rule indeed has its benefits. But, just like every coin has two sides, pros come with cons, and the 75% rule is no exception.
Firstly, this rule can be considered quantitative in nature rather than qualitative. While it ensures the physical presence of students in classes, does it, in any evident manner, guarantee their mental presence? It’s like you can make students attend lectures, but how do you ensure they are attentive during them with this 75% attendance rule?
Next, enforcing the 75% rule may increase instances of bullying among students. Those who are often the target of bullying will have no option but to attend classes and endure it, which will only harm their mental and emotional health.
No matter how strict a university’s policies are regarding bullying, or how supportive the professors or administration might be, not every student experiencing bullying or personal crises will feel comfortable seeking help. Imagine a student confides in a professor, and if the professor fails to handle it maturely or empathetically, it could worsen the situation for that student.
What about students who are working part-time while pursuing their studies? Even if not part-time jobs, many prefer taking up internships before entering their final year. Such side hustles often demand significant time and effort, making it challenging to juggle both responsibilities.
While some universities may consider this a justified reason and offer flexibility, my personal experience was different. I began taking internships in my second year, but my faculty constantly criticized me for missing lectures for internships.
Some might argue that I could have scheduled my internships after lectures, but unfortunately, the last lecture ended around 5 p.m., leaving minimal scope for pursuing internships or part-time work after college hours.
It’s also well-known that there is a significant skill gap between what students are taught in classrooms and what is actually required in the field. This gap can be reduced by allowing students the flexibility to engage in extracurricular activities, rather than restricting them within four walls.
Inducing discipline in students is necessary—agreed! But is the 75% attendance rule truly the right way to achieve the desired performance from students? Is it capable of enhancing, or even preserving, students’ productivity? I’ll leave that for the readers to decide. Feel free to share your thoughts in the comments.
So, what’s the solution according to me?
Students should be encouraged to share genuine reasons for missing classes in a non-judgmental setting. Once these reasons are understood, college administrations can address them constructively.
Instead of rigidly imposing the 75% rule, efforts can be made to help students feel heard and understood while still maintaining the threshold.
Professors could adopt creative and interactive teaching methods instead of strictly adhering to traditional ways of teaching. In my experience, professors who use innovative approaches often have better attendance in their classes.
Provide education on topics such as bullying, its impact on mental health, and how to deal with crises. This could improve students’ overall well-being, which would reflect positively on their attendance and academic performance.
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