Yet another interesting perspective again...
Hmm, do you really think so?

In our situation, the cause might not necessarily be this. I attribute it more to the incompetence of teachers at an individual level. While the system itself has its drawbacks, addressing the specific needs of students demands a holistic approach and effort, something that many teachers and system are unwilling to undertake.

So the easy way out is: sticking to the bookish definitions and methods.

However now at matriculation level, they have reworked the approach, I don't know why - because the teachers are still working on the same old methods. The examination criteria has changed but nothing around it.

I'm venting out again 😋