Robert A. Heinlein famously said “A human being should be able to change a diaper, plan an invasion, butcher a hog, con a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyse a new problem, pitch a manure, program a computer, cook a tasty meal, fight efficiently, die gallantly.” Specialisation, he insists is for insects.
It’s ironical that the products of our education system neither have the above-mentioned skill nor do they possess any specialisations. In a recent survey by NDTV & Hindu, it was found out 50% graduates are unemployable. It is an apparent fact that students who graduate from liberal academic courses in science, commerce and humanities are unemployable barring the few lucky ones who get placed based on their grades rather than their skill set.
For a generation which is overly qualified yet barely employable. What are the factors that lead to the inability to acquire the skill? Is it the incompetence of the workforce or the failure of the system to prepare the personnel as per the challenges of the market. Later seems to be the more plausible reason which has made our youth cripple in terms of skill set even after acquiring post graduations in multiple disciplines.
Education in this country for long has focused on grades than the student’s ability to resolve real-life predicaments. This has caused a gulf between what is taught in the classrooms & what is required outside its premises. The curriculum of the senior secondary classes along with the academic courses seems to be falling short on the expectation of new age employers.
Our system has failed miserably provide any space for creativity. Something which pupils at large has made peace with that out of the box thinking is not supported in this ecosystem. Least they expect they will be ready for future challenges. Education system seems to be failing on that parameter too.
Some of the things that everyone is likely to encounter in their everyday life but not taught are:
- How to calculate taxes?
- How to manage money?
- Banking transactions
- Basic computing skills such as working knowledge of MS office
- Primary First Aid
Instead what they are taught is calculus, 3d vector & other superfluous topics which neither are used to solve everyday problems nor they are applied in various professions. Large-scale reforms are needed to eradicate this redundancy in our curriculum. If we intend to tap into the substantial workforce that our country boasts, Ministry of Human Resource needs to set the wheel in motion & implement a curriculum which is at par with the needs of the world.