Equality is a term largely thrown around in politicaldiscourse. However, it is an ideal that is largely out of reach, particularlywithin the Kashmir’s education system. The prevailing school system hascategorically failed our students. In Kashmir, more than 80% education islecture – based, only 5% – 7% is project based and 10 % – 13% is case studybased. The greatest drawback in this scenario is that our curriculum doesn’tinclude skills that stand in need of current job market. Here “skill”is an abstract term which cannot be evaluated on the bits of paper. It is notthe degree but the “skill” that determines success. These skillsinclude complex problem-solving and analysis, and social skills such asteamwork and relationship management. Reasoning and self-efficacy are alsoincreasingly important, particularly as they improve adaptability. In a surveyof employers of engineers in United States, socio-behavioural skills wereranked at or above technical qualifications and credentials in terms of their significancefor the employability of recent graduates. Building these skills requiresstrong human capital foundations — and building these foundations is especiallyimportant in early childhood development. According to an official survey, 1500people at Google have no academic degree. Thus, endorsing the fact that degreesand grades play no major role in determining the career of an individual, buttalent and skill inevitably do.
Revolution in education is a particular crucial issue in thecontext of the current economic climate. The current outdated education systemis not making the best use of the most precious natural resource this countrypossesses – its next generation. Our education system is inclined towards theselective progress of the students. In the long run, it shrinks time forrecreational activities and socialization, which is an essential part of thedevelopment of an individual. It has reached the point of diminishing returnswhere we have tried most mechanisms; from more money, to targets with relatedincentives and public shame, to new types of qualification, and a thousand andone new ‘initiatives’. It is hard to imagine that we are suddenly going totransform education unless we go back to the basic principle, to savvy itsrelevance. First, it requires more flexibility between the general andtechnical tracks. Second, more focus on building the skills and inter humanrelationships. And third, ensuring that specific educational institutionsbecome effective innovation clusters.
The world has progressed drastically. The present realm hasunderwent a critical breakthrough. In this advance epoch, we need a creative,innovative, incentive, ingenious and unorthodox faction of mind-sets with a newapproach and an unconventional paradigm. We need to get out of this era ofcompetition and contention and rather concentrate on collaboration andcoopetition. This becomes very apparent when we compare ourselves with othercountries. Nations like Finland, Singapore, Russia, France, Japan, Chile and CostaRica have already modernised the education system by reducing the number ofschool hours and thereby minimised the home work as well. UK too has some greatstrengths, particularly in terms of top-end, high quality non – curriculumlearning. In this third millennium, it’s necessary to give all the talents,abilities, ideas, abstractions and explorations a fair- minded chance. Thepresent era requires people with passion, know how, initiative, creativity,resilience and self knowledge; people who can get on with others and who knowwhen to listen and when to lead. These skills and abilities cannot be gained inthe classroom alone; they come from ‘practical learning’ – learning by doingthings for real, working with experts, and integrating theory with practice.
When we think about the future of work— and all the jobsthat will have to be created for our expanding youth population — we shouldhold one thought above all in mind: most children who are currently in primaryschool will be earning their living in employment that don’t yet exist. Throughinvestments in the developmental area—what is called foundational humancapital— we can prepare our children for the coming shifts in jobs, skills andmarket structures. Lack of investments, instead, will leave futuregenerations—especially the poorest—at a severe disadvantage, amplifyinginequalities that already exist. In the worst-case scenario, this might createinstability when rising aspirations are met with frustration instead ofopportunity. Thereby, our education system needs to be transformedcomprehensively. Our contribution to the world of innovation is close to none.Kashmir needs an education system that excites and stimulates children,providing them with the learning they need – and deserve – to fulfil theirpotential. This symbolizes – providing a curriculum of practical and vocationallearning alongside theoretical study. Our education system should focus on churning out not just engineers anddoctors, but also entrepreneurs, artists, scientists and writers, all of whomare influential in the development of the economy of the state.
(Mir Seeneen is a blogger from Srinagar)