The recent declaration of an education emergency by the Government of Punjab, under the leadership of Maryam Nawaz, along with the proactive role of Rana Sikandar Hayat, deserves appreciation without ifs and buts. At a time when learning outcomes demand urgent attention, such policy signals reflect both awareness and intent. In the same spirit, the establishment of the Punjab Education Curriculum Training and Assessment Authority is undoubtedly a step in the right direction. The real test of reform, however, lies in how effectively its vision is implemented in classrooms.
As a language teacher , I recently came across an English language paper prepared by PECTAA. To my surprise, the paper was heavy with grammatical theory and strikingly short of substantive learning content.
At the middle-school level, where language should serve as a gateway to expression, the paper reduced English to a checklist of technical labels. Students were expected to identify kinds of pronouns, recall abstract rules, and navigate terminology that even many teachers struggle with. It raises a serious question: what exactly are we assessing?
Grammar certainly has its place. Yet expecting a sixth-grade child to memorise the names of pronoun types or other complex grammatical categories contributes little to their ability to communicate effectively. Instead, it turns assessment into a burden—a source of anxiety rather than a reflection of learning. Even for teachers, such papers become unnecessarily taxing.
More importantly, language is a living medium of expression, not a museum of rules. At the foundational level, children should be encouraged to read, write, and speak with confidence. They should learn to shape ideas, connect thoughts, and express emotions—not merely label parts of speech.
Sugata Mitra, provides an important perspective. An Indian computer scientist and globally recognised educationist, he has long challenged conventional classroom practices. Writing for The Guardian, he criticised the overemphasis on grammar and rigid instruction, arguing that learning must evolve to meet the demands of the digital age. A recipient of the prestigious TED Prize, he is widely known for his “Hole in the Wall” experiments, which demonstrated how children can learn collaboratively with minimal formal instruction. His work encourages us to reconsider whether traditional methods—especially an obsession with technical correctness—truly serve modern learners.
Grammar should remain an important tool, but it should support learning rather than dominate it.
however, assessment prioritises technical accuracy over meaningful expression, it reshapes the classroom environment. Students begin to fear writing. They hesitate before speaking. They measure every word against the risk of being wrong. Learning, as a result, does not flourish; it retreats.
This is not a minor pedagogical concern but a systemic issue. If assessments continue to reward rote memorisation over genuine communication, we risk producing students who can define language but cannot use it. They will know the rules yet lack the confidence to express even the simplest thought.
Ultimately, language education should nurture thinkers, communicators, and confident individuals. If newly established institutions are to genuinely reform education, they must restore this balance.
An education system should not be judged by how accurately a child can label a pronoun—but by how courageously that child can express an idea.
The writer is an English teacher and corporate communications professional with a keen interest in education reform and language pedagogy.
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