The path of Endurance

Education – an overview

As I travel across the state to all colleges, to imbibe the employability skills training to the students, one of my friends who is working in a print media asked me a favor. He wanted to have one candidate who has reasonable idea on International politics and economics and a reasonable command over the English language. At the outset I thought that of an easy job as, I am in touch with three universities in the southern part of the state and there would be at least 150 students who would be either in their M.As, M.phils, or PhDs in the economics department. One out of one hundred and fifty seemed relatively an easy task. But on trial; it wasn’t to be.

The problem:

One major problem I encountered with is the students are not that brilliant. Please don’t get me wrong. Pupils are bright, bright enough to achieve distinction and much more achievements academically. But I hardly see that academic brightness assimilating in the real life. This of course cannot be taught, and the core of the issue lies here that our students cannot do or perform anything that is not taught to them. This prompted me to have an insight of a student’s brain, how it functions while performing academic rituals. Students in this part of the world are informed at a very young age that they should work hard in school and study vigorously. The ultimate gift or the result of studying hard and being a school topper is they can have a secured life with a good job and a decent salary. This is fundamentally wrong. The basic reason to study is to know new things and then learning happens by exploring those new things deeply. Has it always been like this in this part of the world, let’s take a short virtual time travel. […]