What
ails mainstream education
and
some remedies
-
Archie D'Souza
I
was attracted by
to
a report
in the Times of India
on July 17,
2018.
The headline reads
“Government
to take action against integrated coaching classes”
The first two lines of the report read “State
higher education minister Vinod Tawde on Monday described
the
private integrated coaching classes as the rot that has set in our
highly commercialized education system and promised
strict action to curb them.” Go to the following link to read the
rest:
http://timesofindia.indiatimes.com/articleshow/65015712.cms?utm_source=contentofinterest&utm_medium=text&utm_campaign=cppst
http://timesofindia.indiatimes.com/articleshow/65015712.cms?utm_source=contentofinterest&utm_medium=text&utm_campaign=cppst
In India, private coaching is a USD 10 b plus business.This,I
thought, is a symptom of a great malaise our nation, not just the
education system, faces. Is this, though, some malignant incurable
disease? If what is
termed as
shadow
education is
a multi-billion
dollar
business, which owes its existence to the under-performance of our
school and higher education system, one
can imagine how deep and grave the malise is.
There is, however,
also a parallel education system for which numbers are not available;
a system which is doing a great deal of good for job-seekers and the
economy as a whole.
The
main problem with mainstream education is that the system is geared
and oriented with one goal in mind – securing a maximum amount of
marks, neglecting altogether acquiring of knowledge & skills,
developing an analytic mind (thinking, by the way, is discouraged in
most schools and colleges in the country) and inculcating the right
values. This is where the parallel education system comes in – a
system that should have been a part of the mainstream but, because of
its absence there, has been filled by lacs, maybe crores, of
institutions/academies offering skills and knowledge needed by
industry.
I
started in 2010 one such institution, Sunrise Academy of Management
Studies (SAMS), in Kochi, Kerala. SAMS was set up, not by
academicians or politicians, but by people from the corporate sector.
Several studies conducted by central & state government bodies as
well as others mention the skills gaps that need to be filled to make
young people, including graduates & post-graduates, employable.
SAMS was a quest to do just that in areas like Transportation,
Logistics, Supply Chain Management, Hotel Management, Property
Management and other areas. To a great extent, SAMS achieved the
goals it set out to do but age and health issues forced my two
partners to give up. I haven't given up though and continue in my
quest.
After
the closure of SAMS, I continued being associated with smaller
institutes across Karnataka, Kerala and Tamil Nadu, which offer
short-term courses of various types which don't coach students for
exams but skill them up according to industry requirements. Among
the industries I train them for are Logistics, Aviation and
Hospitality.
According
to Indian rating agency ICRA, the logistics sector is expected to
achieve a CAGR of 7-8% over the next decade. It is expected to touch
USD 215 b in the next two years according to the Economic Surver
2017-18. A
great deal of investments in private, public and joint sectors, are
being made in logistics infrastructure. Since I've spent a great
deal of time in this sector, I know exactly the skill-sets needed by
recruiters. When corporate professionals are involved in engineering
and management education they contribute to ensuring that skilled, knowledgeable and qualified professionals. Several institutes offer
unique certificate and diploma programmes in these subjects.
It
was Gandhiji who said that education should be of the heart, head and
hand. Unfortunately, our mainstream education does not follow this
great message of the Father of the Nation. All it does is orient
students towards examinations right from kindergarten to
post-graduation. The ability to cram useless subjects and reproduce
them in an examination is the basis of student assessment. Languages
are part of the syllabus but several students don’t learn to speak
or write, several B.Com graduates can’t do simple calculations and
MBAs lack communication skills. While, according to latest reports,
the standard of employablity of graduates has been steadily improving
over the decade, it is still very pathetic and has a long way to go.
The end-result is a huge population of qualified but unemployable
graduates.
I
am not for a moment suggesting that every subject listed in school
and university syllabi is useless. Many are indeed useful. However,
thanks to faulty delivery methods, students end up learning nothing.
Several educational institutions are set up by people who lack the
values needed and this fact is reflected in the manner in which these
institutions are run. Teachers lack the training needed to discover
talent and inculcate it. This is mainly because those who take up
teaching do so because they weren’t able to get jobs elsewhere.
Let
me list out two examples from personal experience.
- I was addressing a group of MBAs who were embarking on a career in Logistics. In a hall filled with about 200 people, I couldn’t find 5 who could read a map or locate a place on Earth. Less than 20 knew more than 5% of the capitals of countries on a list given. I didn’t even try to test them on world’s currencies. The concept of time-zones was alien to them. These are MBAs embarking on a career in logistics.
- Less than 5% of the graduates I come across know the basics of the subjects they’ve graduated in and less than 1% can communicate in English and this includes those who’ve come from ICSE and CBSE schools.
Universities
across the country churn out lacs of Engineering and Management
graduates. Are these graduates fit for employment? In my corporate
career I must have interviewed hundreds of these graduates and found
most of them with no employable skills what-so-ever. These frustrated
individuals take up jobs which are in no way related to their
qualifications.
So,
what is the remedy for this?
- Raise the pay-scales of teachers so that the best talent is attracted to the profession
- Raise the level of teacher training and ensure that training is a continuous process throughout the teachers’ careers
- Encourage people from the corporate sector to take up teaching, especially after retirement. The corporate experience should make up for lack of qualifications. Bring in the Gandhian principles of education of the hand, heart and head
- The vocational education sector should be accorded due recognition. The half-hearted measures taken by the current and last governments isn't enough
- Great emphasis should be laid on sports and extra-curricular activities
- MBA programmes should concentrate on people skills rather than lectures
- Classroom sessions should be almost entirely based on case study analysis
- Close interaction between education and agriculture/industry will ensure that society benefits from jointly developed degree syllabi
- The methodology of teaching must change. The emphasis should be on knowledge and skills not performance in examinations
- Instructors in institutions of higher education, with certain exceptions, should have a minimum 3 years corporate experience. For management and engineering this should be 5 years
- 25% of the time a student spend should be on industrial training
- Have a system of refresher courses for teachers to ensure that their skill and knowledge levels are always at the highest level. Some institutions do have faculty development programmes
If
the instructions in schools is of the right quality and teachers are
paid well. The shadow education system will die a natural death.
https://www.businesstoday.in/top-story/what-went-wrong-with-indian-higher-education/story/328786.html