Why viva voce for secondary education is needed

How profoundly examination systems shape students' intellectual and personal growth is no common knowledge. But meaningful reforms in student assessment can work wonder. Today's education system in Bangladesh is the last thing to produce confident, articulate individuals. As students graduate from secondary school, higher secondary or even university, it becomes clearer that while many perform well in written exams, most struggle while expressing their thoughts beyond rehearsed answers. The moment they encounter questions requiring genuine thinking rather than textbook repetition, their struggling words or silence reveal a deeper problem beneath the surface.  

A number of students in Bangladesh enter the workforce right after finishing their secondary education while some seek employment overseas even earlier. Whatever their route, they quickly realise that their time in school and madrasah did not adequately prepare them for the demands of the real world. An excessive focus on learning by rote at the expense of the development of clear communication skills holds them back in viva examinations, job interviews or even basic professional interactions. As a result, the burden of mastering these skills falls entirely on them, often too late and under significant pressure. It is concerning that in an era where communication is more crucial than ever, secondary and higher secondary education systems largely neglect this vital area of development. Viva examinations are introduced only at the university level, by which time the opportunity to build foundational confidence is often lost. 

Language proficiency rests on four pillars: reading, writing, listening and speaking. International assessments like the IELTS evaluate all four. But classrooms in Bangladesh focus almost exclusively on the first three. Students read textbooks, listen to lectures and demonstrate their knowledge through written exams. The fourth pillar, speaking, is left almost entirely to chance. Almost always there are no structured platforms for students to develop verbal communication, whether in Bangla or English. The consequences of this neglect are visible on both national and international stages. For instance, Bangladeshi cricketers, despite their talent on the field, often struggle with post-match interviews, a consequence of an education system that undervalues verbal skills.

Speaking, like reading and writing, is a skill that improves with regular practice. Students who engage in structured speaking exercises are more likely to communicate with confidence and composure when the situation demands it. This is precisely why the education system must prioritise developing speaking skills in both Bangla and English language, as this will serve students throughout their lives.  

This naturally leads to an important question about how such change can be effectively implemented. There is a surprisingly easy and useful way to do this and, importantly, it does not require any curriculum change. The trick is to introduce bilingual viva voce examinations, in Bangla and English, beginning with grade six and weigh them at 20 per cent of total marks. This straightforward adjustment would have a ripple effect to help students cultivate verbal proficiency from their formative years.   

It is no secret that top-performing schools in the country are known for setting challenging question papers. This indicates that expectation of difficulty pushes students to prepare more thoroughly, ultimately enhancing their performance. Introducing an additional mode of evaluation -- the viva exam -- would have a similar effect. Students would then need to articulate answers in their own words, which means they will have to internalise knowledge as they cannot get away with simply parroting textbook content. Unlike written tests, viva requires active engagement with the subject matter, compelling students to think critically and respond spontaneously. Examiners can ask follow-up questions to clarify doubts and challenge students to justify their reasoning. Crucially, this involves direct, face-to-face interaction with their teachers. This interaction tests not just what students know, but how they apply knowledge and analyse problems. For example, explaining the 1947 Partition of Bengal aloud requires linking political, religious and economic factors into a clear and coherent narrative.

Furthermore, regular exposure to viva exams from an early age would help reduce the anxiety typically associated with such assessments. The idea of speaking before an examiner may seem intimidating at first. But viva exams are also opportunities for examiners to support students by rephrasing questions, offering prompts and easing nerves. This interactive element makes the assessment process more humane and less mechanical. With time, students grow more comfortable and become better equipped to handle such stressful situations with composure.

The parental influence in this context presents a significant advantage. Parents naturally want their children to succeed and tend to focus on written exams, as these are the primary measure of academic performance. If spoken assessments were formally introduced from Class VI to Class XII, parental attention would extend to verbal skills as well. This would further enhance students' confidence and overall fluency.  

A lack of emphasis on speaking skills has economic consequences. Struggle by the Bangladeshis in speaking English is well known and it carries a tangible cost. In the Middle East, for example, Bangladeshi expatriates often work harder yet earn less than their counterparts from other South Asian nations, largely because of weaker English communication skills. Even within Bangladesh, the highest executive positions in industries such as the garment sector frequently go to Indian or Sri Lankan professionals, not necessarily because they are more skilled but because they possess superior verbal communication abilities. Despite the abundance of students achieving top grades in SSC and HSC exams, their limited ability to communicate effectively in English, or even in Bangla, acts as a barrier to career advancement. 

The negative consequences of neglecting speaking skills are undeniable. Any education system must equip students to use words as effectively as they now use pens. It is entirely possible to build a system that encourages students to effectively articulate ideas, present arguments and persuade with clarity. All it takes is a simple adjustment to the method of assessment. 

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