CONFIDENCE BUILDING
Confidence building ought to be a natural corollary to the
process of education. That people are not confident after acquiring degrees /
titles up to and beyond the level of post-graduation suggests a few important
things. What are those?
Confidence is essentially, a state of mental composure, as
borne out by clarity in perception and comfort in presenting those ideas in a
forum of technical personnel. Obviously, such components of composure are
products of comprehensive education. Everything is rooted in the refined
methodologies of teaching/learning. We need to assess the shortfall that
hinders mental composure.
1 Learning has not been on the right lines. 2 A mere ‘tentative’ memorizing is generally being used as a strategy for ‘remembering’ a few essential items considered important for facing ‘examination’. 3 The examination process has not ‘probed’ the knowledge component of the examinees.
4. A cursory approach by way of ‘answering’ the question[s] has fetched tall scores far disproportionate to the mental skills of the examinees. 5 A clear bandwagon approach has been in vogue at all levels of Teaching/ Learning / Evaluation. 6 A glaring absence of ‘enthusiastic teaching’ triggering inquisitive pursuit of ‘understanding’ the theme of any lesson [at all stages of learning ] for the students is visible. It results in human products of ‘cumulative defects’ of biologically grown personnel, oblivious of the skills anticipated and the ones acquired segregated by an unfathomable gulf.
A catastrophic outcome is- the candidates are
ego-enriched; The edifice of ego collapses during evaluation in a job-seeking effort, throwing
open all inadequacy ending up in frustration.
Well, the frustration referred to here is for both the job-seeker and
the job-provider, for having undertaken an unproductive exercise of conducting an
interview.
Of late, employers do not wish to spend time on viewing the candidates; they are ready to invest money on ‘selection firms’ which assess candidates for varied job profiles and furnish a shortlist of a few prospective candidates worthy of a trial by appropriate experts on the suitability of ‘employability’.
Shamelessly our agencies project narratives
that we provide ‘quality’ education of contemporary relevance. Those ‘derivatives’
of the ‘quality education’ so imparted, are visibly nervous at the mere suggestion
of terms ‘competitive examinations’, ‘;Group discussion’ and ‘personal
interview’ at some prestigious campus. They literally shiver and tremble in
their shoes
What bucks them? Just they need to speak, speak fluently but
precisely to the point. Speaking to the point appears formidable for them.
These seem to be anathema to our graduates after a 15-16 year tenure of
education in English medium. What has
gone wrong? The answer is --nothing went right along the course of this form of
education.
To continue ….
