Around 4 days back, I had an interesting conversation over micro-blogs with a friend. When he was at Pune, we spent a small part of the evening talking about education, educators and, the process of educating as observed here and elsewhere. It did boil down to a (somewhat idle) lament that “the system isn’t performing according to expectations”. I thought over this over the weekend and, while I am not an educator, I am a “person interested in education”, and, it makes sense to attempt to try and see what the expectations are.
Any functional education system has to provide the participants with the tools and constructs that allow them to have independent streams of thought. While it teaches the formal discipline and rigor needed to pursue new topics, its scope should ideally encourage original thought. More importantly, it should encourage creativity, be intolerant of casual approach and, be ruthless in demanding excellence.
The problem is that reality isn’t always like that. There are a significantly high number of education institutes, some of them of past repute, who are sliding down the slippery slope of mediocrity. This fall is aided by the fact that the “education system” doesn’t lend itself well towards measuring the quantum of knowledge passed on to the students by the educators. And, it is compounded by the sad truth that the prolific growth of institutes have encouraged a somewhat exponential fall in the quality of the staff. The final nail in the coffin is the datum that the system of measuring “education” is around the results of an examination. The fact that the examination pattern does not encourage “thinking” is somewhat of a greater problem.
It is true that the better educators have not involved themselves within the system as much as hoped for. It is also true that the students have been lax in bringing themselves up to speed. The refusal to be aware of whom to benchmark themselves leads to a sort of navel gazing that is self-destructive at best and, a society-exploder at worst. With the current trend of public-funded schools not getting the number of teaching posts at the expense of wider inflow of private education (both at primary and, higher education levels), it does mean that the situation is possibly going to take a larger turn for the worse – a significantly higher section of the school-ready population is going to be unable to get decently functional education.
I don’t have any solution. That rankles. I do observe with rising alarm the somewhat inevitable slide. That needs to change.
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