EDUCATION, CONFIDENCE, EMPOWERMENT-A CONTINUUM

 EDUCATION, CONFIDENCE, EMPOWERMENT-A CONTINUUM

Why this reference to the methods of learning- may be a question in the minds of many. The simple answer is: often we come across youngsters who find it hard to face interviews, competitive examinations and other such domains where they have to furnish solutions to problems, using analytic processes.

Despite their ability to analyze, they feel uncomfortable from the beginning. The probable limitations are a] inability to grasp the intricacies of the problem [owing to memory-based ‘learning’ all through], b] inability to understand the statements to their last detail [owing to the casual attitude to fine expressions] c] inability to formulate statements in the official language [owing to the training in repeating only the already memorized and a lurking fear of being spotted for inadequate language skills].

All these limitations seem to haunt a majority of young men and women who have managed to acquire high level academic qualifications. Certainly, they are qualified; not truly educated nor are equipped. There are substantial differences between the states of being Qualified, Educated or Equipped.

Whatever the education profile, [s]he needs to stand equipped. Qualification is a potential asset and its broader name is Education. The ultimate power derived from education must reflect itself in the way the person proves equipment of mind and skill. Qualified personnel, instead of being assertive, seeking the mercy of others in work places is a painful syndrome. Obviously, ‘qualification’ does not render the kind of ‘comfort’ expected of it.

Honestly, it is not the failure the study course; rather it is the failure of teachers and students in not orienting the learning exercise to the process of understanding leading to comprehension. In a system concentrating on strategies of scoring marks, comprehension is relegated. Time and again, when candidates manage very high scores, everything looks orderly and rosy. But, qualification comes under uncomfortable scrutiny in sessions of interview for higher studies or for job prospects.

Are we not sensitized enough to locate the long term failure in mark-seeking efforts? At such critical junctures in life, there is a chorus blaming the system of education. 

The blame should be on the wrong focus for marks which has promoted the unhealthy approach of memorizing volumes of matter without   the due effort for learning by understanding.    Unless well understood, incomplete grasp is an incomplete product and not fit for handling higher responsibility.                                                                                               

The net result is the prolific  creation of a large number of graduates and post-graduates who feel nervous, even to discuss technical subjects in which they are ‘qualified’. Yes, they are qualified but not equipped.                        

Equipping is a process that has no short cuts. It requires building the skills – brick by brick with due caution for wholesome acquisition of knowledge. To be wholesome, knowledge has to be streamlined; skills of interpretation and analysis must be imparted by integration while learning, along with sound skills of communication. Unless these components are ensured during studentship, very little empowerment can happen.

Empowerment and confidence are mutually inclusive and influential. Confidence is a manifestation of empowerment.

To  continue…