THE prevailing recruitment criterion for government jobs, which relies heavily on tests based on multiple choice questions (MCQs), has raised several concerns. The proponents argue that this method streamlines the selection process, given the vast number of applicants and limited resources. However, this reasoning is fundamentally flawed.

The sheer absence of comprehensive assessments and descriptive evaluations undermines the recruitment process. In fact, the MCQ-based tests fail to gauge the candidates’ analytical and creative skills, rendering the test an inadequate measure of their suitability for a role. Further, the broad scope of subjects makes the tests vulnerable to exploitation by some malicious elements.

Ironically, the MCQ-based test has become the great equaliser, where grad-uates from diverse fields are judged on their ability to answer unrelated ques-

tions. The disconnect between the test format and the actual job requirement is striking. For instance, lecturers are recruited through MCQ-based tests, despite their role necessitating descriptive and analytical skills. This incongruity is prevalent across various government services roles.

However, the root of this issue lies in the education system, which emphasises rote-learning and reproduction. Consequently, government services suffer from inefficiencies, as employees are selected based on their ability to memorise rather than their capacity to deliver and serve.

To rectify these flaws, it is essential to reform the recruitment process by incorporating more comprehensive assessments that evaluate a candidate’s skills and abilities. Only then can we hope to achieve transparency, efficiency and competence in the government sector.

Anwar Sayab Khan
Bannu

Published in Dawn, October 26th, 2024